Improving Speaking and Listening Skills

Improving

Speaking and Listening Skills a practical guide for Skills for Life teachers

Cs

Imrvigsakigadlisigskills

Acknowledgements This publication was developed or Tribal Education Limited and the Department or Education and Skills Skills or Lie Strategy Unit by Dr Caroline Hudson (Real Educational Research Ltd). Ltd). The publication was critically reviewed by Proessor Karen Bryan (University o Surrey), Proessor Ronald Car ter (University o Nottingham), Nottingham), Karen Davies (Tribal Education Limited), Limited), the DES Skills or Lie Strategy Unit, June Lewis (Tribal Education Limited), Janet Byatt (Tribal Education Limited) and Tricia O’Meara (Lincolnshire Probation Area). See appendix 1 or a list o those who were interviewed as part o the consultation process.

Further copies can be obtained rom: DFES Publications Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Text Text phone: 0845 60 555 60 E-mail: d[email protected] Please quote re: S&L/PACK02 Extracts rom this document may be reproduced or non-commercial education or training purposes on condition that the source is acknowledged. © Crown Copyright 2007 Produced by the Department or Education and Skills http://www.des.gov.uk/readwriteplus/

Cs


Acknowledgements This publication was developed or Tribal Education Limited and the Department or Education and Skills Skills or Lie Strategy Unit by Dr Caroline Hudson (Real Educational Research Ltd). Ltd). The publication was critically reviewed by Proessor Karen Bryan (University o Surrey), Proessor Ronald Car ter (University o Nottingham), Nottingham), Karen Davies (Tribal Education Limited), Limited), the DES Skills or Lie Strategy Unit, June Lewis (Tribal Education Limited), Janet Byatt (Tribal Education Limited) and Tricia O’Meara (Lincolnshire Probation Area). See appendix 1 or a list o those who were interviewed as part o the consultation process.

Further copies can be obtained rom: DFES Publications Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Text Text phone: 0845 60 555 60 E-mail: d[email protected] Please quote re: S&L/PACK02 Extracts rom this document may be reproduced or non-commercial education or training purposes on condition that the source is acknowledged. © Crown Copyright 2007 Produced by the Department or Education and Skills http://www.des.gov.uk/readwriteplus/

Imrvig sakig ad lisig skills

Cs

Contents Section

Title

Practitioner use: nd out about:

1

Introduction

l l

2

Reective practice

l l

3

Ten aspects o practitioners’ speaking and listening skills

l

Assessing learners’ speaking and listening skills

l

5

Teaching and learning: using Skills or Lie resources

6

Page

the aims and scope o the document speaking and listening and the Skills or Lie strategy

1

what reective practice is how to reect on your practice in speaking and listening

7

what key research fndings say about ten aspects o speaking and listening what practitioners and learners say reective practice activities to try out

18

existing Skills or Lie assessment tools or speaking and listening using Have Your Your Say as part o diagnostic and ormative assessment, developing an individual learning plan (ILP) and summative assessment

32

l

how to use Skills or Lie teaching and learning materials to develop practice in speaking and listening

49

Speaking and listening and context

l

how dierent aspects o context inuence speaking and listening how to analyse context, to improve practitioner/ learner interaction

61

7

Accreditation

l

accreditation which is relevant to speaking and listening

72

8

Learning difculties and disabilities (LDD)

l

how to use Access use Access or All and All and the dyslexia training programme, Supporting Dyslexic Learners in Dierent Contexts, to develop practice in speaking and listening with LDD learners the Learning or Living project a speech and language therapy project

75

some dierences between spoken and written language activities or practitioners and learners, to develop awareness o spoken language

83

4

l l

l

l

l l

9

Spoken and written language

l

l

10

Additional help rom Skills or Lie

l

other Skills or Lie resources to use to develop practice in speaking and listening

88

11

Resources and approaches rom outside Skills or Lie

l

a wider selection o resources and activities to develop practice in speaking and a nd listening

90

12

Reerences

l

urther reading

94

Cs

Section


Title

Practitioner use: nd out about:

Page

Append Appendix ix 1 The consul consulta tatio tion n process

l

individuals and organisations participating in the consultation process, to develop this document

99

Append Appendix ix 2 Practi Practitio tioner ner reective log

l

accessing a blank practitioner reective log

100

Append Appendix ix 3 Learner Learner log log:: Have Have Your Say

l

accessing a blank bla nk learner log: lo g: Have Your Your Say

104

Figures The Skills or Lie learning journey Completed practitioner reective log Get your ideas down! – Example o a brainstorm Get your ideas connected! – Example o a mind map Get Get your ideas taught! – Example o a ow chart Speaking and listening and the diagnostic assessment materials. Have Your Say Process to to ollow or talking talking about answering questions questions with with the the learner 9 Process to ollow or talking about asking questions. 10 Entry 3 activity 11 Level 1 activity activit y 12 Speaking and listening and the literacy learner materials 13 Speaking and listening and the embedded learning materials 14 Speaking and listening and the numeracy learner materials 15 Access or All and All and speaking and listening 16 Supporting dyslexic learners in dierent contexts 17 Stages o SLT 18 Means, reasons and opportunities 1 2 3 4 5 6 7 8

3 9 15 16 17 34 36 42 46 50 51 53 55 58 77 79 81 93

Tables 1 2 3 4 5 6 7 8 9 10 11 12 13

Progression in speaking and listening Record o the learner’s responses Using core curriculum speaking and listening activities Using the literacy learner materials materials to to develop speaking and listening Using the embedded learning materials to develop speaking and listening Using the numeracy learner materials materials to to develop speaking and listening skills Aspects o context Speaking and listening in the criminal justice system Speaking and listening in FLLN Your Skills or Lie sector Emotions and speaking speak ing and listening Using Access Using Access or All The conventions o spoken grammar gramma r

5 44 52 54 56 59 62 65 67 68 69 78 84

Imrvigsakigadlisi Imrvigsaki gadlisigskills gskills

SeCtIon1

Section 1Irduci

Introduction Focus This practical guide is about speaking speak ing and listening or frst language speakers and Skills or Lie (SL ) learners. learners. The guide aims to develop evidence-based practice and reective practice.

Audience The document is targeted principally at practitioners who: l teach l are teacher educators o SL learners. learners. l support the learning o SL This publication is also relevant to a wider audience, such as: l those involved in signposting and reerring learners to SL learning l SL managers l policy-makers policy-makers with an interest in speaking and listening li stening l researchers with an interest in speaking spea king and listening.

Aims and approach This document aims to help SL practitioners to develop: l their speaking and listening skills. o SL learners. l the speaking and listening skills o SL The document provides SL practitioners with: l research ndings on speaking and a nd listening relevant to SL l speaking and listening approaches and activities to try out l refective practice questions and activities l examples o how to use SfL resources to ocus on speaking and listening l inormation about the assessment and accreditation o speaking and listening skills SL. l an overview o speaking and listening materials rom outside SL. Central to this are: l reective practice (see section 2). l evidence-based practice (see section 3). The speaking and listening and reective practice activities are based on research fndings, including the comments o real practitioners and real learners.

Development The document has been developed through: l consultation and interviews with a wide range o stakeholders in SL (see appendix 1) l an analysis o research, policy and practitioner materials on speaking and listening.



Speaking and listening Note on terminology In this document, the terms ‘oracy’ and ‘oral communication’ are used as broadly synonymous with speaking and listening; listening; ‘talk’ is used as synonymous with ‘speaking’ and ‘spoken language’.

Setting the context A research review (Brooks et al., 2001) that was published at the start o the SL strategy underlined that there has been very little lit tle research into oracy and adult basic skills learners. learner s. It is air to say that: l anguage is English, there has been a l or SL learners whose frst language greater ocus on reading and writing than on speaking and listening l there has been more emphasis on speaking and listening in ESOL (English or speakers o other languages) provision than in provision or learners whose frst language is English l there has been a greater ocus on research, policy and practice in relation to speaking and listening in school-aged learners than in adult SL learners. This document thereore draws on research and practitioner resources which have been developed outside, as well as within, SL. Many materials rom outside SL are relevant to SL, SL, particularly when used as part o a questioning, reective practice approach (see sections 3 and 11).

Why speaking and listening matter Speaking and listening are important impor tant or SL practitioners and learners or a number o reasons: interaction, at home, l Spoken language is at the heart o much human interaction, at work and in society. l Speaking and listening skills are impor tant in all contexts in which SL learning takes place, whether it be amily literacy, language and numeracy (FLLN) or the oender learner le arner sector. sector. l Good speaking and listening skills are a key aspect o employability: getting a job, maintaining employment and progressing at work. im portant in other aspects o SL o SL l Good oral communication skills are important learners’ wider lives, such as in amily and peer relationships or when communicating with the school over children’s children’s education. e ective l Purposeul use o speaking and listening is central to eective teaching and learning. o SL provision, be l Speaking and listening are important in all types o SL it discrete literacy and numeracy provision or embedded learning (see section 5). l SL learners need to use and develop their speaking and listening skills to maximise learning l earning gains (Lee, 2004). l Speaking and listening are important at each e ach stage o the SL learning journey (see fgure 1). l SL practitioners need well-developed speaking and listening skills to help maximise SL learners’ progress.



1. Signposting or reerral Indicates an aspiration

2. Screening Indicates a general need

3. Initial assessment

8. Summative assessment takes place at the end o the learning, giving eedback on learning achievements; may be a qualifcation, test or a completed ILP

7. Formative assessment

identifes a learner’s level, allowing selection o the right learning programme

Learning programme

takes place regularly to review progress against the learning plan

4. Diagnostic assessment leads to a detailed personal profle, providing the basis or an individual learning plan (ILP)

6. Learning materials 5. Individual Learning Plan (ILP)

reerenced to the curriculum

based on diagnostic assessment and the curriculum

Fig. 1: The Skills for Life learning journey.

Adapted rom the DES leaet ‘The Learning Journey’.



Speaking and listening in the Skills for Life Strategy Overview Since Brooks et al.’s review (2001), the importance o speaking and listening has been recognised in a number o ways in the SL Strategy.

National Standards and the Adult Literacy Core Curriculum Speaking and listening constitute one o the three sections o the National Standards or Adult Literacy (QCA and DES, 2005) and o the Adult Literacy Core Curriculum (DES, 2001). The other two sections are reading and writing. The three sub-sections o speaking and listening (listen and respond, speak to communicate and engage in discussion) covered in the standards and the curriculum are three o the our sub-sections o speaking and listening covered by the primary and secondar y strategies or students o school age. The ourth area covered at school level is drama. This suggests a broadly consistent approach to speaking and listening across all educational sectors.

Progression in speaking and listening l

l

Maximising learner progression in speaking and listening, as well as in reading, writing and numeracy, is central to eective SL teaching and learning. Table 1, rom the Adult Literacy Core Curriculum document (pp. 10.), outlines the progression between capabilities rom Entry 1 to Level 2 in the three sub-sections o speaking and listening.

Practitioners can use this to: l plan how to enable learners to develop specifc aspects o their speaking and listening skills l assess the development o learners’ skills. Find out more about progression rom www.des.gov.uk/readwriteplus/ LearningInrastructureCurricula.

Speaking and listening activities Activities involving speaking and listening are included in a variety o SL practitioner resources: l the Adult Literacy Core Curriculum (DES, 2001) (see section 5 o this document) l learner materials or literacy (see section 5) l learner materials or numeracy (see section 5) l embedded learning materials (see section 5) l diagnostic assessment materials (see section 4) l Access or All (DES, 2002) (see section 8).



This document gives an example rom each o these resources to illustrate how you can use SL resources to ocus on speaking and listening.

Proessional development o Skills for Life practitioners l

l

l

l

Oral communication skills are included in all routes within the new qualifcations ramework or teachers in the le arning and skills sector. (See section 10.) A DES Social Inclusion and Oenders Unit (SIOU)-commissioned project, led by Tribal Education Limited, ocused on sta who were not SL specialists and who worked in the criminal justice sector. Sta used a reective practice approach to examine and develop their speaking and listening skills. Work rom this project is cited in this document. Building on this project, the SL Strategy Unit has published a support pack on speaking and listening or sta working with oenders (DES, 2006). (See section 10.) Talking Up Numeracy, a DES-unded Maths4Lie project, led by the National Research and Development Centre (NRDC) or adult literacy and numeracy at the Institute o Education, researched how eight numeracy practitioners used a reective practice approach to examine and develop their use o speaking and listening, to motivate oenders to take up numeracy provision (Hudson et al., 2005; Hudson with others, 2006). Research fndings rom this project are used in this document.

Learning diculties and disabilities l

l l

Adults with learning difculties and disabilities (LDD), including dyslexia, are an important group in SL. Section 8 is about speaking and listening and LDD learners. However, this document is not principally targeted at LDD learners. Practitioners working with LDD learners must consider careully, using Access or All or guidance: l which activities in this document are appropriate or LDD learners l what adaptations practitioners may need to make to activities in order to tailor them to the needs o LDD learners.

Key In this document: l practitioners’ comments are in red. l learners’ comments are in blue. l key research fndings are in orange boxes. l reective practice questions and activities are in green boxes.

Section 2Rcivracic


SeCtIon2

Reective practice Overview l l l

A reective practice approach is central to this document. There is a large research literature associated with reection. Reective practice is important in two SL publications about proessional development (DES, 2006; Hudson et al., 2006 – see Find out more, p. 14).

Denition There are many defnitions o reective practice, but in general it is agreed that reective practice is about: l nding the space (time and appropriate context) to analyse proessional practice l explicitly questioning one’s proessional belies and practices l nding out about other proessional belies and practices l changing proessional belies and practices where appropriate l experimenting and learning rom any mistakes as part o the process o change l tolerating a period o discomort as part o the process o change l engaging in a process over time. (Hudson et al. (2006) adapted rom Day (1999); Schon (1983, 1987).)

What practitioners say SL practitioners have responded positively to reection. One thing I haven’t done beore [Talking Up Numeracy] is sit down and think about what I actually do. Reecting has changed the way I actually approach the appointments and people in general. It has made me more aware o how I prese nt mysel, how I sit and how I speak and how much I’ve listened as well. It has given me the opportunity to consider what I do and try dierent things rather than sticking to the same thing.

Engaging in refective practice There are many ways o engaging in reective practice about speaking and listening. Some o these are explored on the next page.



Questioning Questioning is central to reective practice. You can ask yoursel questions about selected aspects o speaking and listening. Alternatively, i you preer to work with someone else, you and a colleague you trust can ask each other questions about selected aspects o speaking a nd listening. There are examples o reective questions throughout this document, to which you can add your own.

Practitioner refective log What practitioners say The practitioners in Talking Up Numeracy and in the DES-unded Tribal Education Limited speaking and listening project ound that using a reective log helped to develop their practice in speaking and listening. That [the log] is where we ormed our learning and discussing what we ound and I think those questions [in the reective log] should be something that other teachers would beneft rom asking themselves. Using a practitioner reective log The practitioner reective log used in this document (see fgure 3 and appendix 2) is based on the log reerred to by the practitioner just quoted. The log consists o ten aspects o speaking and listening which SL practitioners identifed as important. These aspects o speaking and listening are explored more ully in section 3. The log is not intended to be prescriptive: l You can select aspects o speaking and listening which are relevant to your practice and your learners. l You can add other aspects o speaking and listening which are relevant to your proessional context, to the log. In the completed example (fgure 2), the practitioner has ocused on three aspects o speaking and listening. Appendix 2 contains a blank log or you to use yoursel.



g s t n . n i l u o o g s e o i t n d p g a i y e t i n u l i r n o N t l o o a a r l n h l h i g e i t w p w m p x l h e t w I e a e a x , n m h I e n e e h o c o o s t o t l n , n g g e s h s e ,  o i n r n i r C i i h p t u t k d a e l r p d o s i d o n n r o u p n x B e a w i a g m

s t n i o p g n i n r a e L

t m u n , k o e o t r w ’ s r l s t b o o r h p  a u . o a y w e e w h e m v h n r e t c r g e i o v l o w i t n a n o o t o l m  e g o a d a o e c y r i e e o r n r n u t g o g o e j g o o o n n e m n w m l r a i I m w l o p t n o e i o n t k a i h t h g a r e l n c i t i n r m i e d p u d t a e r h r e h n x t o s e a h e b I m t t t t

l l e w d e k r o w t a h W

e d h n t t a h a e l e w k g n a i m N i a d l h t e i p p w x e l e n o h . t l o i u e s  w r s o  o s u h e s c e t s b i u c d o e c n u a b o s a y g d t i n e i v o d i v e t h ’ a l H C w c a

n y o l . t r n s p e o p a o n c d y l ’ e a I b h t y t t i b a i  e v k s h i t t a r c e a a e b d p s e r ’ h e o ! t s k e i n e r d o M a  e n o g e d e g a e b n t m i n d d a o l a e e r o m s v c g h e y i n i s s e i h t t h e a T l w h T c a

e . t r n m e o e i o o e y m i s e t m g v d a a m n h t e h u u i i o t r r g r .  r w y d l n o d a u g a g l c o i i n p o p t t w m o a s l e o a t o e y i e n h I r t t e . c h s y t h r t m a g g n e e d t n t w o e a l l o m s c a r e h a u i t s w v w n n o o d a e i e d t s h l a l g e c r n a t d o e u o e y v n  s h a l e t n u n i a h  n o e t T a o s I r o c

t h g u o h t / d i d / d i a s u o y t a h W

s m r e e t s i s n u i a h s c t g e i n n b i y , h i t s t l i n d b i n a a t l a  p s o x e r e e g o d t n t u n a l r u e a c n f . s p o  i y ’ e d r u r e o s e r ’ v h t I e t g

I r t p e o t u u h t b g o , i n s g e d n i d h n t h a n t  t e s o k c r c i e s e p e d d n o m o u n s h o o c w n t a e e h e o t n b l o o h l y t y C r k t e c . n d i v u s n e a q r w l a t e t n n e e r a ’ n g o r a o i w e I d N m l

o t t n a . d n e w e i t a n t l ’ n m p n a i x d w m e d I i o d r I o e  t r h . c i n e v h p m u o e c w o w o h r , d t g d s  n o ’ e p e i o o o w s h t t w t s s h t t e e i n s i e o s w m o h c t p u r e o o d v e i t e l v o s e a r t u m o I s p o g i

g n i n e t s k i l s d a o n t a g s r n e i k n a r a e l p e s g  i n s o l n t b i o c a t e n s p E e s . u A  q

s , a r s t ’ e n e n n  s r r i o o k e o a t y s g o e s a a d m l n e i s  u d e o e w l q n u t o h o b o r a s / d t y e t n a s s e c n k n t r o r e g e a e l d a p i o t u e d t l e s n r s o a a n t y  n u h e t r a n r h o o i e a d t u l W s e o : e b w e h / w i e g a d r t l n d a p r s a n o e p a H s m u n g t l a o a o i o n s ? i x c t h r t k e v e n s c e u s e ? c r e e a d o a d i u o o b o o p e n o F t q t u a t t t

g n i n i a l p x E . 

n e a s ? n U e n i i a g ? c l a n s P p i x n d ? e r n e a t a c u l e s i o o y d r e v n o d  d a n o g u e w i n r o h e n o H c n T : a r a ? e e l l e e t p  e g a m o h a t t u x c s g n e e a r p m l  o s r e o F a t

Fig. 2: Completed practitioner refective log (continued).

e c r o  n i e r / e s i r a m ? m d u i s a s u e v o y ’ u o o d y t w a o h H w

e h d t a e h r I  o o e s b . k o s m i d r e a h o t t s t a h t a h w i w s w i n t h o u t i s o t h s b u a g c u i s o d s s h a l t I a c





t h g u o h t / d i d / d i a s u o y t a h W g n i n e t s g i n l i d d n n a a t g s n r e i k d a n e u p g s n  i o k t c c e e h p C s . A 

e ? n d ? y s w e a o o a r y a i h r t s t h d o h ? a t e t p o e / w ? e i c g s r u a s o o t d n i y t i u n d e y r r a u d o a y w h r j p h e s u u W m o u n d n u t o / o ? r e w t y m o t v s a y a a r y r d o o e ’ u d l h e i c o h h e a o n n d r W r W r s e y w l a h a ? a e t t o b ? l w e e e a n v l d d o r h H r i e ’ e u k a i s e v a a H l w ? o a h s t : e s h y t t  e o u l e e e t o o n n o k k v v a y p h s ’ s h t ’ m y n a u a m r u s ’ o w o a a e o r h r u t y u y w x h D e g o o / t t t e e a y a y u ? i a n y r h h o h o o t d h r a o b o e F w w D w D a n a W l

e v s ’ u a o y h t r a e n h t r a e e r l u e s h e t k t a a h m w u d o y o o o t d s r ? e d w d o n i a H u s


g n i n e t s i L . 

e r r u e r s n  a e e v o e l e a k h e a e t h / s g U m h t w n ? ? o i u t n r s a h o e e e y h s t s u s h / u w i o l o d d y e i m a p r o r h w a d a  o e o o t e H h w u o s : e o y g n U e v H t i l a a n ? p h ? e e h t t m u d s g a o i i r l a x y a e s u e t n n g e r a s r n e o h a a e b l a F t h l

p o l e v e d o t s r e n r a ? e s l i p l l e k h s g u i n o y n e o t s i d l r w i e o h H t





t h g u o h t / d i d / d i a s u o y t a h W g n n i o n i t e t a g s n n i i i l n b d e t n m s a l o i l c a g n b n d i r i k e n n a a v o g e n i n p o t i a k s c  n i o  n a t o u e c e m p s e s h p U m i s . o t A  c w

e ? i v n d i n t c g , a a s g e n n g t e n i n e o i o o k m e i i r n o t a ’ a s t k c d a s u e u a c a e s c e o i e y p u i y g n h s n e t o a u t a r y u p s E u s m e h ? o m r t o s s s u d m o d e m e e y h m o t s w o c y o c h n t o g o l l h a a e r h i d h a t t u H b o r ? b A : r w a s h r e g e a W l e n H e ? t n r s i v p v o ? - i - e e g n ? s t n n n m c g e n g i t e a o n n r o r a a y s x n u i t n i e u e s e r j n s r l v l s e e u e e n d r u n t o o i o n s G o F o y c l y h t m c a

, g n g i n n i e k t n s i i h t l r d u n o a y g n n i e k e a w e t e p s b r s u k o n y i L d . n  a


g n i s s ? r s i e g r h u a t n n d i r e e s h a g l i t  e a t m l  e u a n o s r t s e g e u h s e t n x h d o a e y l t h n i e t t l i k a n w a d h t i o c a s w i t n i h i a i n n o o s h r t W g T a e s c : i ? v e e n r t l y n n e p a i o  o c v n o m s s l a u s a o e x o e n c s e y s r r r e e t e u U . o r n o F a h t i y 

w o h e v c o H s a i ’ h d ? h u o h y r y w e y c g , n o u l n r y a s m o a g o o e  I n l s ? w i e l o u y o m e i n r h u g H e t m t o o ? t t r y l a t e e o s h i t o i l n s e a h D m u i r t : r u c e e e o e u d l p s p t o t y s n o e s m i t e u o d a l s s a x i r ? e c s u o e d y r e m u o d e r n s o p e o F s t y d u u





t h g u o h t / d i d / d i a s u o y t a h W g n i n e t s i l d n a d g n n a i k e s t n a i e e a p r m p s  g e o n g a t i v r c i u e G o p . c s 0 n A  e

? e s r s e u ? n s n r u o r i e a o t y n e a r l y c o l a i t L i  d n l c S u e i l o p e w o m d x i s e a H m w ? o o u r c p y o l H y d a a ? s b o n e u d a o r c e i v e n g y - o v ? e o n t d   a r o n o o u d n t r e o o a w c h u n p o n o s e H e W o y T r

) y  i c e p s e s a e l p ( r e h t O


) y  i c e p s e s a e l p ( r e h t O



Writing about refection You may want to write down your reections on the aspects o speaking and listening you are ocusing on. You could use the ollowing suggestions either instead o a log or as part o it. You could use: l continuous prose l notes l annotated diagrams l tables l e-discussions with a colleague l brainstorming – allows you to record all ideas on a topic, initially without making any judgements about the relative merits o dierent ideas; key points can then be prioritised, according to identifed criteria. l mind maps – illustrate the connections between, or instance, main points or between main and sub-points. l ow charts – can be used, or example, to illustrate the progress between dierent stages o teaching and learning. Figures 3–5 give examples o a brainstorm, a mind map and a ow char t. They are each about the same situation: a numeracy practitioner is fnding it difcult to explain to a learner what angles mean. They illustrate that it is important or practitioners to select the appropriate type o diagram or what they want to ocus on: l The brainstorm (fgure 3: Get your ideas down!) enables the practitioner to make explicit the types o difculty in talking about angles. l The mind map (fgure 4: Get your ideas connected!) enables the practitioner to think about the dierent ways o approaching talking about angles and how they are interrelated. l The fow chart (fgure 5: Get your ideas taught!) enables the practitioner to plan out the dierent stages o how he or she will talk through angles, moving rom drawing on the learner’s experience, to talking about mathematical concepts.

Other suggestions or refection Not everyone fnds that writing helps reection. I you fnd that writing does not help you to examine issues related to speaking and listening, you may like to consider the ollowing options: l Use some o the questions in the reective log as the basis or discussion with a colleague you trust or in team meetings. l Audio or video record selected sessions. You can then listen to or watch the tapes to examine your use o speaking and listening. The practitioners in Talking Up Numeracy ound that transcripts o sessions helped develop their awareness o speaking and listening – even when practitioners ound it uncomortable to be reminded o what they had said in a SL session.

Find out more Find out more about reective practice rom: l Developing Speaking and Listening Skills: A suppor t pack or sta working with oenders (DES, 2006). l Hudson, C. with Colley, J., Grifths, G. and McClure, S., Maths4Lie Pathfnder report (NRDC, 2006).



learner experience

learner conusion Pythagoras

ladders acute

window cleaner? hypotenuse

terminology

equilateral

angles

triangles

interactive whiteboard?

obtuse isosceles

90°

right angles concepts how to explain?

practitioner conustion

Fig. 3: Get your ideas down! – Example o a brainstorm



e f fe c t i v e w o rk

t y e f s a l a a d n d d w e r s a l l s

p h o t o s

a r d o b e t w h i

l l a b t o o f

p o o l

s n o o k e r

r t s p o

o t e s c r n e a n v r e a l e e l r

s e i n z a a g m v i s u a l

angles li s t e n in g

learner explanation n i o t c la r n a a i l o f te fi c at x p rm i n io n e ol o g e r n y i o t i t c a e r c p p a

Fig. 4: Get your ideas connecte d! – Example o a mind map

s p e a k in g a n d

e d s o l c open

practitioner questions

w a l e a i t t r n e i m r q e u e s t i o n s c l o s e d o p e n



Practitioner thinking: thlarrds’ udrsadabuhaglsariagl.Hwalk himabuaglsiawayha’srlvahim? (H’sawidwclar.)

Practitioner action: thraciirussh iracivwhibardrrswimags, aladdraaicliawalladaladdr dduwards,aralllhwall.

Discussion: thraciiraskshlarih’s vrallaladdradis,why.thraciir halkshrughhimagswihhlarr, lrighsabiliyhladdriachimag.

Learner explanation: thraciirhasksh larrlaihdircbwhsii hwladdrsclariywhahlarrhas udrsd.

Mathematical terminology and concepts: th raciirhrursriaglsadagls, likighaglsriaglswihhladdrs.

Fig. 5: Get your ideas taught! – Example o a fow chart

Section 3tascsraciirs’sakigadlisigskills

SeCtIon3


Ten aspects o practitioners’ speaking and listening skills Overview l

l

l

l

This section takes each o the ten aspects o speaking and listening in the practitioner reective log (see section 2 fgure 2 and appendix 2) in turn, and gives or each aspect: l key research fndings l what practitioners and learners say l reective practice questions and activities. Dierent sections in the reective log are interrelated. For example, one area o the log, teacher questions, is also an impor tant aspect o another area, discussion. Use this section o the document to help: l prioritise aspects o your speaking and listening skills or development through a reective practice approach l plan how to develop the speaking and listening skills that you have identifed l try out new approaches to speaking and listening in your teaching. l reect on what went well and any learning points or urther development. Remember to complete relevant sections o the practitioner log, or use other suggestions rom section 2, such as a mind map or ow chart, as part o your reective practice.

Discussion Key research ndings l

l

l

l

l

Talk is an important part o developing learners’ thinking (Pring, 2007; Vygotsky, 1978; Bruner and Haste, 1987). Practitioners should recognise the importance o learner talk, in teaching and learning (Pring, 2007). However, practitioners, not learners, tend to do most o the talking in classrooms (Cazden, 1988; Alexander, 2003). Teachers can fnd it difcult to organise discussion so that it benefts student learning (Davis, 1996, 1997; Chamberlin, 2003; Even and Wallach, 2003). Alexander’s (2003) international study o primar y classrooms highlights that, in comparison with French and Russian teachers, primary teachers in England tended to say much more than their students.



What practitioners say I was surprised when I let learners do more o the talking in my classroom. I didn’t know that they could think like that!

Refective practice questions and activities Think about how you use discussion in your practice. l How much learner talk is there in comparison to practitioner talk? l Do you give learners oppor tunities to discuss in pairs, small groups and as a whole group? l How do you enable learners to talk about things they are not sure about, to explore and develop their thinking? l How do you ensure that learners respect each other’s contributions to a discussion? Think o some more questions o your own.

Asking questions Key research ndings about questioning l

l

l

l

l

In teaching and learning, practitioners, not learners, ask most o the questions (Alexander, 2003; Mercer, 2003). Most practitioners use more closed questions than open questions (Alexander, 2003; Galton et al., 1999; Galton, 2003) (see clarifcation, p. 20). Most practitioner questions are the frst part o a three-part exchange: l Initiation (practitioner). l Response (learner). l Feedback (practitioner, to close the exchange). This is known as IRF (Sinclair and Coulthard, 1995; Mercer, 2003). On the whole, IRF does not enable learners to explore and develop their thinking (Hardman et al., 2003), because the interaction is practitioner-dominated. Alexander (2003) argues that questions should sca old (i.e. provide a ramework or learners to use to develop their understanding) rather than test understanding. Practitioners tend not to leave much wait time ater aski ng a question or learners to think through their response. Wait time is usually less than three seconds (Edwards, 2003).



Clarication Closed questions l A closed question usually requires a shor t response. l There is usually a correct answer (e.g. What date is your birthday?) or a yes/no answer (e.g. Did you shut the door?). l Sometimes it is appropriate to ask closed questions i, or example, practitioners want to assess learners’ actual knowledge, or to address practicalities quickly. Open questions l Open questions have many possible responses. l Open questions invite learners to explore and develop their thinking and are important in stimulating discussion (e.g. What did you think about last night’s television programme on the natural world? Why?). l Practitioners may not always be able to predict le arners’ responses to open questions. Practitioners may fnd it helpul to develop strategies to respond positively to responses rom lear ners that they may not have been expecting.

What practitioners say Practitioners in Talking Up Numeracy explored asking a series o ollow-up questions ater an initial question. I did more supplementary questions than I probably would have done beore [sc. the pathfnder]. Beore I would probably have said ‘Why was it easy?’ but then I probed a bit urther. ‘What exactly about it was easy?’ In act, i I hadn’t kept doing that, we wouldn’t have realised: I had to explain to him what I meant by decimals clearly. There was a muddle in his mind about what decimals are. I I hadn’t pushed it, we wouldn’t have clarifed that. Through asking ollow-up questions, this practitioner realised that the learner did not understand about decimals. The practitioner thereore realised that she needed to work on decimals with the learner.

Refective practice questions and activities Think about how you use questions in your practice. l When do you use closed questions? l When do you use open questions? l Do you tend to use more closed or open questions? Why? l Is the type o question you use appropriate to purpose? l Do you ask a series o related questions to help learners explore their thinking? l Do you leave sufcient wait time ater asking a question or learners to think through their responses?



l

l

l

How do you make sure that you ask questions which probe the learner’s thinking, but which do not make him or her eel threatened? Try asking these ollow-up questions: l Can you say more about that? l What do you mean by . . . ? l Why did you think/do/eel . . . ? l What can you add to what you’ve said? l Can you explain . . . in more detail? l Can anybody explain what that means? What was the impact o asking these ollow-up questions? Why do you think this was?

Think o some more questions o your own.

Enabling learners to ask questions Key research ndings l

l

l

Most questions that learners ask are about procedural points (Alexander, 2003). This means that learners tend to ask questions about things like whether they need to put a title and a date at the start o a piece o writing, rather than asking questions which probe the meaning o the topic considered. In Talking Up Numeracy, most questions asked by learners tended to be about practicalities such as how long classes would last or and whether attendance was co mpulsory. The practitioners thought that learners did not ask questions or three main reasons: l Fear o asking questions. l Not knowing what questions to ask, particularly i they had not thought about numeracy or a long time. l Asking questions is a way o taking responsibility or learning. Some learners may be unwilling to do this.

What practitioners say Talking Up Numeracy practitioners tried to make it explicit that learners could ask questions. Is there anything you want to ask me? You can ask either now or in the uture about anything you are not clear about. (I in a group) I it is not clear to you, it may not be clear to others. You are thereore helping others by pointing it out.



Refective practice questions and activities l l

l

l

l

l

How oten do learners ask questions in your sessions? What types o questions do learners ask? Are they questions about practicalities? Are they about learning? What do you say to encourage learner to ask questions about aspects o teaching and learning that they don’t understand or that they want to know more about? Do you use pair and group discussion to encourage lear ners to ask questions? Do you use question stems (see section 11, page 91) to help learners develop questions? How do you enable learners to ask a series o related questions, to develop their understanding o a topic?


Explaining Key research ndings l

l

Learners can be very aware o the quality o practitioners’ explanations (Hudson et al., 2005). The ollowing comm ents rom learners illustrate this. Some SL practitioners try to explain aspects o SL by reerring to learners’ wider lives. The ollowing comment rom a practitioner illustrates this.

What learners say The language [that the practitioner had just used to explain about numeracy classes] is pretty easy to understand, not too technical, no jargon and it wasn’t too long or too short, but to the point and giving the inormation that you needed. She [the practitioner] explains it better, you know what I mean? She’s a top teacher . . . Not like other teachers, she explains things really well and makes it easier to learn things.

What practitioners say Beore the project, I didn’t really think that learners were able to ask questions. Then I realised I had to create the opportunity and environment or them to ask questions.



Refective practice questions and activities l

l

l

l l l l l

l

l

l

How do you explain something that you are teaching in terms that the learner understands? How do you ensure that the learner can understand the language you use? What tone o voice do you use when you are explaining something? How do you make sure that you do not rush an explanation? How do you use pauses? How do you summarise what you’ve said? How do you emphasise par ticular points in your explanation? How do you incorporate, as appropriate, examples rom the learner’s everyday lie into your explanation? How do you use visual aids to reinorce what you have said (e.g. using a diagram o the National Standards when explaining about the National Standards)? Do you use any humour to make your explanation more memorable to the learner? I so, how? How do you use the learner’s body language to judge whether he or she has engaged with what you have said?


Checking understanding Key research ndings In the DES/Tribal Education Limited speaking and listening project, and in Talking Up Numeracy, practitioners tried out a range o speaking and listening strategies to check learners’ understandings. Strategies included the ollowing: l Asking questions like ‘What did you think I meant when I said . . . ?’ This invited the learner to paraphrase what the practitioner had said. l Using activities which required learners to talk to each other and/or the practitioner as a core part o completing the activity. The practitioners used what the learners said during the activity, as well as the outcomes o the activity, to judge learners’ understanding. l Paraphrasing what the learner had said, as a question to the learner, such as ‘What you are saying is that . . . ?’ l Questioning themselves about whether the learner had understood (e.g. What evidence do I have that the learner took in what I said?) (see What practitioners say, below). l Asking questions such as, ‘Is there something I’ve said that isn’t clear?’ in instances where the practitioner was reasonably confdent that the learner would not simply say ‘Yes’, whether or not he or she understood.



What practitioners say So with people like [the oender] I am very conscious now o actually thinking inside my head, ‘Right. Did he hear what I said just then, or has he gone o?’ I learned very, very early on rom doing [induction] . . . never to assume that they know or don’t know anything.


l

l

l

l

l

How do you judge whether the learner has understood what you’ve said? Do you take it at ace value i a learner has said he or she has understood something? Why/why not? What do you say to check whether a learner has understood what you’ve said? How do you use the learner’s non-verbal communication (see page 26) to check that he or she understood? How do you use teaching and learning activities to check the learner has understood? How do you make sure you have understood what the learner has said?


Listening Key research ndings l

l

l

As noted on page 18, teachers tend to do most o the talking. I teachers are talking, they cannot be listening to lear ners. Learners thereore tend to do most o the listening (Cazden, 1988; NCES, 2003; Alexander, 2003). Davis (1996, 1997) developed a ramework to summarise three types o teacher listening in classrooms: l evaluative – hearing students’ answers to decide whether or not they are correct l interpretive – trying to make sense o students’ answers by asking or more inormation l hermeneutic – negotiating meaning with students by interacting to discuss meaning; both teacher and students can revise their own knowledge though the interaction. In Davis’ ramework, evaluative listening is the most straightorward type o listening, whereas hermeneutic listening demands the most sophisticated skills. Davis’ ramework illustrates that listening is active, involving interaction with learners.



l

l

The Talking Up Numeracy practitioners tried out a range o strategies to demonstrate that they were listening to learners. These included: l paraphrasing learners’ comments l using afrmative phrases such as ‘I see what you mean’ or ‘I know what you mean’ l asking learners questions about what learners had said, such as ‘What did you mean when you said . . . ?’ l increasing wait time to maximise learners’ opportunities to respond l returning to comments learners had made in previous sessions to show learners that they had been listened to. l using their non-verbal communication to show that they were listening attentively. l taping sessions so that there was concrete evidence o what participants had said. (Hudson, 2007). The practitioners did not always fnd it straightorward to know when to stop talking so that they could listen to learners, and when to speak in order to enable learners to explore their thinking. (Hudson, 2007)

What practitioners say Reading the transcript back rom my conversation with Dave [the oender], I realised how much I talked and how little I listened and how much we both talked together, so I was actually quite determined that that wasn’t going to happen again . . . I don’t think it happened today [the practitioner’s session has been observed by the researcher] but I won’t know until I get the transcript.


l

l

l l l

l

How do you make sure that you are not doing the large majority o the talking? How do you make sure that you have heard what the learner has said? How do you use your non-verbal communication to show the learner that you are listening or have listened to him or her? How do you use pauses? How do you reect back to the learner what he or she has said? Do you ever reer to what the learner has said in a previous session, to show you have listened to him or her? I so, how? I not, why not? I you are teaching a group, how do you demonstrate to each individual that you are listening to him or her?


l

l


Use Davis’ ramework to analyse a recent ses sion. Which o Davis’ three types o listening did you engage in most? Why? Which did you engage in least? Why? Would you change anything about your practice in a uture, similar session? Why/ why not? Tape a session or ask a colleague to obser ve you. What did you discover about your listening skills? Is there anything about your practice you would like to develop in the uture? Why?


Non-verbal communication Clarication Non-verbal communication includes: l gestures l movement l body position l nodding l eye-contact l acial expression l the tone, volume and speed o a speaker’s voice.

Key research ndings l

l

l

l

It is generally agreed that non-verbal communication plays a signifcant role in oral interaction (e.g. Mehrabian, 1981; Morris, 1977). How important non-verbal communication is is likely to depend upon the individuals and context (see section 6). Cultural dierences should not be under-estimated in interpreting non-verbal communication (McCroskey et al., 1995). Practitioners in both the DES/Tribal Education Limited speaking and listening project and Talking Up Numeracy emphasised the importance o non-verbal communication in work with oenders. Practitioners highlighted that they tended to rely on non-verbal communication when they perceived that oenders were uncommunicative. Non-verbal communication gave practitioners some insights into oenders even when the oender was saying little.



What practitioners say Some you can tell rom their body language they’re not happy, not comortable or whatever reason. You don’t know them well enough to know why, so you have to tread very careully. Then I tend, like I said, I tend – that is a cue to move away rom numeracy speak and class speak, to more general, ‘What you’re interested in’, ‘What kinds o jobs?’ ‘Tell me how you do that.’ As soon as their body language is negative, then we’re not talking about maths at all probably. We’re talking about something else. I it’s positive, seeming to meet me halway, smiling, whatever, responding – then yes.


l

l l

l

How do you use dierent aspects o your non-verbal communication? What messages does your non-verbal communication give the learner? Are these the messages you want to give the learner? Why/why not? Are these the same messages as those you’re conveying through your speaking and listening? Why/why not? How do you ensure you are attentive to learners’ non-verbal communication?


Links between practitioners’ thinking and practitioners’ speaking and listening Key research ndings l

l

l

l

l

Awareness o one’s own thought processes is oten known as metacognition (e.g. Bereiter and Scardamalia, 1987; Brown, 1987). Through greater awareness, one can plan how to change thought processes and thereore potentially the actions which arise rom thoughts (Day, 1999). In teaching and learning, where interactions are multiple and oten very rapid, practitioners are unlikely to fnd it straightorward to monitor their thought processes consistently (Hudson et al., 2005). In the DES/Tribal speaking and listening project and in Talking Up Numeracy, practitioners ocused on becoming more aware o the connections between what they were thinking and their speaking and listening. Initially, they ound this difcult. Over time, some practitioners ound that greater awareness o their thinking helped to change their practice in speaking and listening. See Vorhaus (2007) or a critique o metacognition.



What practitioners say I am so much more aware o [the practitioner’s thinking] now. Quite weird, isn’t it? I have almost used a word and then something in my head says, ‘No!’ and a di erent word comes out, whereas beore I might just have used that word. I ask mysel, ‘Am I putting words into [the learner’s] mind sometimes?’ I use my thinking to ask mysel i I give oenders enough time to respond to a question. It helps fll wait time!


l

l

l

How aware are you o your own thinking when you are working with learners? Why do you think this is? What kinds o things are you saying inside yoursel during a session with learners? Why? To what extent is this conversation the same as your conversation with the learner? Why/why not? I you are fnding a learner challenging, try running a range o options about how to manage the situation through your mind beore deciding what to say. What impact (i any) does this have upon the situation? Why?


Specialist terminology Key research ndings l

l

l

l

A range o evidence suggests that SL learners have to grapple with complex terminology, both as part o learning and also in their wider lives. There is specialist terminology in: l the National Standards (e.g. the levels o the National Standards) l literacy (e.g. capital letter, ull stop, comma, singular etc.) l numeracy (e.g. addition, subtraction, ratio etc.). (Hudson, 2006; Davies et al., 2004) In Talking Up Numeracy, when learners used terminology it was oten to express or reveal conusion (Hudson, 2007). The examples below, rom numeracy teaching, are also applicable to literacy teaching. Practitioners used a number o strategies to try to make mathematical terminology clear to learners, including: l paraphrasing mathematical terminology – or example, they used where appropriate ‘times’ instead o ‘multiply’,



l l

l

l

l

‘plus’ instead o ‘add’ and ‘take away’ instead o ‘subtract’; practitioners aimed to introduce the correct mathematical terminology over time asking the learner to paraphrase terminology using mathematical symbols to fnd out what mathematical language the learner was aware o using aspects o learners’ lives to clariy mathematical terminology heightening their own sel-awareness about not r ushing explanations o terminology using visual aids to reinorce oral reerences to mathematical concepts.

What learners say Maths teachers talk like psychiatrists. Some psychiatrists talk to you in a load o medical sentences you don’t understand and you get others that talk to you in a way you do understand. (Pete, oender in the segregation unit o a Category A prison) I need to brush up on, I get conused with some things – area, perimeter, volume, oh, algebra. Subtracting and times and stu I was alright with, but when it came to ractions and metres, I still don’t think I’ve got a clue, and it scares me, because I should have, shouldn’t I?

What practitioners say You’ve got to have something to sort o peg the maths on to, like you can talk about i they’ve been doing a job, construction stu. ‘Did you do any o the measuring?’ Or we can talk about making cement. I’d say, ‘Well, that’s the kind o thing we do. That’s ratio. We do it here.’

Refective practice questions and activities l l l l

l

Do you use specialist terminology in your teaching? I so, which terms do you use? How much do you use specialist terminology? What strategies do you use to ensure that learners have understood terminology? Try out some o the strategies given on page 00. Which worked well? Why? Which didn’t work so well? Why?




Giving encouragement and praise Key research ndings l

l

In one project based in a secondary school, students were explicitly taught about language which helps create a positive learning environment. Positive phrases were displayed on classroom walls or students to use. There was an incentive scheme to reward the use o positive language (Tyrer, 2000). Verbal strategies to encourage and praise learners, used by the Talking Up Numeracy practitioners included he ollowing: l ‘You’ve done it or yoursel. No one else did it or you.’ l ‘You should be very proud o yoursel because . . .’ l ‘Don’t be araid to have a go. It doesn’t matter i you make a mistake.’ l ‘I you make a mistake, you can learn rom it.’ l ‘You are nearly at Level 2 and it shouldn’t take long to get there.’ l ‘You listened really well to what I said and you could explain it to me.’ l ‘That’s been your best session. You took part in the discussion and you had lots o ideas.’

What learners say [The practitioner] was just really encouraging. She made me ee l as i I wanted to better mysel and I’ve never elt like that beore. I can do and there’s more to lie than drugs.

What practitioners say In my teaching, I’ve always said things like ‘Good!’ and ‘Well done!’ a lot. More recently, I’ve tried to be more specifc in my praise. I think it’s helped learners make progress.

Refective practice questions and activities l l l l l l l

l l

How oten do you explicitly encourage and praise SL learners? What do you say? How do you use your non-verbal communication? How do you use your tone o voice? Do you use an incentive system? Why/why not? How do learners respond when you praise them? How oten do you enable SL learners to encourage and praise each other? How do you acilitate peer encouragement and praise? Try out the strategies in the research fndings above. What impact did they have on learners? Why?




Recap Now that you have read section 3, use it in conjunction with the previous section to: l prioritise aspects o your speaking and listening skills or development through a reective practice approach l plan how to develop the speaking and listening skills you have identifed l try out new approaches to speaking and listening in your teaching l Reect on what went well, and any learning points or urther development. Remember to complete relevant sections o the practitioner log, or use other suggestions given in section 2, such as a mind map or ow chart, as part o your reective practice.

Section 4Assssiglarrs’sakigadlisigskills

SeCtIon4


Assessing learners’ speaking and listening skills Overview This section includes: l key research fndings about assessing learners’ skills l the assessment o speaking and listening skills in SL l how to use Have Your Say, a learner-centred assessment tool.

Key research ndings This section cites the work o two authors.

Davies et al. (2004) l

l

l

l l l

Davies et al. (2004) researched the literacy levels (reading, writing and speaking and listening) o 455 adult oenders on community supervision who had been reerred to three General Oending Behaviour Programmes (GOBPs), and the literacy demands o those programmes. GOBPs are cognitive behavioural programmes that many oenders are reerred to as part o their sentence. The large majority (75%) o oenders assessed probably had speaking and listening skills below Level 2. 25% were probably at or above Level 2. 35% were probably below Level 1. The large majority o oenders were unable to cope with the oral demands o programmes designed to address their oending behaviour.

Sticht l

l

Sticht has conducted many studies on listening, as illustrated in Sticht (2007). One key fnding is that there is a relationship between listening skills and reading skills: learners with poor listening comprehension skills tend to become poor readers; conversely, learners with good listening tend to become good readers. Another important fnding is that when learners say that they preer to learn by listening, this does not mea n that the listening skills o these individuals are necessarily better than their reading skills.



The assessment o speaking and listening Diagnostic assessment l

l

l

In the DES SL diagnostic assessment materials, speaking and listening skills are assessed through the initial interview (see Tutor materials, Literacy pp. 347–355). The assessor can use the speaking and listening assessment profles to help assess learners’ skills (see Tutor materials, Literacy pp. 302–30). Find out more about the diagnostic assessment materials at: www. des.gov.uk/readwriteplus/Diagnostic_Materials_main.

Example rom the diagnostic assessment materials l In the example in fgure 6, taken rom the initial interview (see Tutor materials, Literacy p. 353), the learner is asked to tell the interviewer about the sorts o problem she has experienced with reading, writing, spelling and numeracy. This example demonstrates: l that practitioners cannot always predict what learners say l the importance o practitioners being able to adapt their use o speaking and listening according to learners’ responses. Assessment tools l At present, there is no national SL speaking and listening skills check or frst language speakers. l At present, there is no national SL speaking and listening initial assessment tool or frst language speakers. l Speaking and listening are part o the SL diagnostic assessment or literacy. l There is an ESOL speaking and listening skills check. l There is also an ESOL speaking and listening initial assessment tool. However, practitioners should be cautious about the use o ESOL tools with frst-language English speakers. l A speaking and listening initial assessment contextualised to the National Probation Service (NPS) was developed by Davies et al. (2004). l A speaking and listening skills check, contextualised to the Army, was developed by Tribal Education Limited on behal o the Army and the DES SL Strategy Unit. This tool was evaluated during 2006.


l

l

Try assessing speaking and listening as part o the diagnostic assessment interview. I the learner agrees, you could audio record the interview. You could then use the recording to review the learner’s responses and reect on your own speaking and listening. Were there any unexpected responses rom the learner? I so, what were they? How did you tailor your use o speaking and listening to the learner’s responses? Think about the ten aspects o speaking and listening covered in section 3. How would you build on your use o speaking and listening in another, similar interview?



Ater general questions to get to know the learner, the ollowing takes place:

1. Practitioner’s question Tell me about your earliest experiences o problems with reading, writing or maths.

6. Practitioner’s thinking That’s a good response; this person is at Level 1 – even Level 2. I’ll see how the rest o the interview goes.

5. Learner’s response It’s spelling actually. I can spell everyday words but in care there are loads o medical words and I know that as a manager I would have to write reports and record things or others while they’re waiting.

2. Learner’s response I can’t take promotion at work because o all the paperwork. (Tutor manual p. 353)

3. Practitioner’s thinking This wasn’t the answer I was expecting. I hoped that she would tell me about specifc literacy or numeracy problems she has had rom an early age. She’s about Entry 3 ‘Listening and responding’ at the moment (shows a reasonable understanding o the questions) but maybe it’s the way I asked the question. I need to ask some specifc questions about her current concerns and come back to school experiences aterwards.

4. Practitioner’s ollow-up questions So what sort o paperwork are we talking about? (answer: report writing ) What is it that you fnd the most difcult about writing a report?.

Fig. 6: Speaking and listening and the diagnostic assessment materials.



Learner sel-assessment o speaking and listening skills Have Your Say l The tool Have Your Say (see fgure 7 and appendix 3) is learnercentred. l Have Your Say aims to help learners to reect on their speaking and listening skills, in terms which are meaningul to them. l Practitioners can give learners appropriate support in talking through Have Your Say. l Have Your Say specifes ten aspects o speaking and listening and fve dierent contexts o learners’ lives. l Using Have Your Say will enable the learner, in collaboration with the SL practitioner, to sel-assess his or her skills in specifc aspects o speaking and listening in specifc aspects o his or her lie, as part o: l diagnostic assessment l setting learning goals or speaking and listening, in the ILP l identiying learning activities to develop skills in identifed aspects o speaking and listening l ormative assessment l summative assessment. Clarifcation l See the diagram o the SL learning journey (fgure 1, page 3) or clarifcation o the dierent stages o SL assessment and learning. l Formative assessment is where assessment is used co ntinuously to inorm planning or learning. l While summative assessment oten consists o an end-oprogramme test, Have Your Say can be used as a learner-centred orm o summative assessment. How to use Have Your Say l Have Your Say is intended to be used exibly. l Learners and practitioners can add or remove aspects o speaking and listening, and contexts, depending on the needs o the learner. For example: l Practitioners may decide that it is appropriate only to use a selection o the ten aspects o Have Your Say. l I the learner has to use his or her speaking and listening skills to communicate with the child’s school, it might be sensible to speciy ‘in your child’s school’ as an additional context. l I the learner has to give presentations at work, you might want to add ‘Giving presentations’ to the dierent aspects o speaking and listening.


 r o u s o a y . d e s n i r n r a a e r t n e g r n n h i a e c r k e l a e a  r e  e i t e p d r h s t u e  o o h o y h t t t  i c h t o i w e h w r p c t s i o a a r e n e h o h n c i c a k , r a e w o t e o d l w r n e u n b ) . f o e u y e d l o . h t e b h y t s n t i a t s i l d l c r a i w u l c o g c p y w u n a i p f  i o a d e Y S n e t r h r t . o o t t u s l i t n l o ( y u u Y c d A s o f n / a e  e i v a N e t i d a r g t H g w u w n i n h o o i p h k t t n g a s e d t e u e u d o p J s e i i r l s c e h .  t e n d e d o t n l k n ’ f s a o n a t t t s ) o g c ’ ) n n e t t d i a l a p h k u u c s t c o a a ) e , f u Y  . p i e k o s r d l y s  h t o y o r  o w r O b o t t e . v m c h h ’ n ( e i y c s o x s p a d x x s e w u d d a u d n n o n o y a n a f y a  ,  i ) i d u t , l n o n e u ¸ f y l e c w t p f h u l o  u i t o m r y c e d a ( s y u f . x  ) o i s e x u a y d d r ) , t s r n  s n y o o u t o i o e ( s J a . y  r y u K e e s a ( o a h  O S y i t l e i ¸ r s o ) ’ , r t u t w w u I , l o y y o k o . . Y y l e e h r p s a t o p e  i m e v u w a y o b s a o t t a r s m H b a ’ e e o a e v r , n s ( a p r r a t e s e e i s g e h o ¸ o m d ¸ c a r l n r y t a o ( a s p p a S h g y e e g m e r t i n e i l n o n n i a h c k u ( o n e o e t e g h r n e i h n s a a i t Y  l m h t e l c e r o e n a o v e t a u s s t e L  u o o s  i e t H y I U l B S Y o N l l l l l Fig. 7: Have Your Say.


: e a  e v e l i r i a r g s l r u e i e o s a y a h e t t  l e O o p d

e e s h t r n u o O c u o t y a l n e o o e h h r e c W w s

s d h n t e i i r W 

A / N e l b a c i l p p a t o N x x e l b i s s o p m I x t l u c f  i D

k r o w t A e m o h t A

g n i n e t s i l ¸ d y n s a a E g n ¸ i k ¸ a y e s p a s E  o y r t e c V e : p y s e A K

w o n k u o y e n o e m o s o t g n i k a e p S . 

t a , g s n r i k a a e y e l p a s r w r e o o v n e k e s t m r ’ o o  n h h o t i d a t u w e o v d i y t e a l k e r e n r o o a w e o e t m v a o g h s n i k u o t a o e y g p e n s n i : o k e e l a p m . e p m o k S a s r x o o . E t w 

, y n a p m o c s a g e h t

) e l p o e p x i s m t u o r o  . r b n i a a a ( m p e p u a r a o o t o r g d g n o a i k t i a e n e m g p o n s c i : e s k l a a p h e m o p a h S x . E w 

d o o g a t u e o s b l a e , s e d n n o e i e r  m  o o s p o u t o r n g o i a t . o n a t m g e n e s r i o k l e  n a v i t a : h g e l n i p u o v m y i G a x m . E l f 

. t g n e i g h t o e t w m o o s h o t d u o o b t a w s o n h o i t g n c i e n r i i a d l g p n x e i v , i g e r : e e l h p w m e a m x o E s







g n i n e t s i l d n a g n i k a e p s  o t c e p s A

e r w ’ ? v i o e o d e w ’ . o o g n w n r / i s a o g t s n w u n a e e a e o e v s v i y t h y l t  u r a c t I a a e h ’ d e . o n r y y u e r a e e o o e o w s a r w y n c u l e e t e o p h e e h l r c g y , w r i e e s o h h n o e t h i t w s D ‘ Y e d w , ‘ , v s a d e s r n e e e o v n m o v k w o i o s i t a s t n m u s s h a n o I s o ‘ e h e a y r s , e t i u c r u a d a e h d q i q e g w g r i g h u s n w o n e y m n r e n i i a r r  o u h t r e o i e : o W h m y e ‘ i l w r g w r , s e p ’ s o d n w m ? m n n e s A a e u A e . n x p k s o . n  a E o a y  o

Fig. 7: Have Your Say (continued).

’ e ? w n t , e e r h s e d g u s l i o u i n h h a c d c e n v e e a o b g a y e m s n a u u e e d t o e o y h d h t d d a  i h o d e y s y v e r h o h u m o ’ W ‘ e T . . h t , w s l o d , r a l e l u a k e o i s b c s d a W u e ‘ h g m k e , i r r r a a e e d n b u w u s y o o t s l a y n i a o d h  t i t : h n e y s e g y l r a g l i p e p o m m v o d a u d h d x a n E o y h w a

r e w s n a o n / s e y a d e r e e n h w s c n i a h t w r o s h n s o i t a s e e v u a q h g h n c i k i s h A w . r  o

o t e n o e ’ m ? o u s o y t n y e r a l a w p d l u e o o r n w y i o n s e n H ‘ h o , k w s s s a e a t n r o h i r g t e i s m e o u u m r o o y q : g e e n l i n p k o m s e a A v x . i E  g

e v a h e w k n i h t u o y o d y h W ‘ , k s a t ’ h ? g r i e m t n i u w g o n y d i : l n e o l c e t p s m a i a d L x a . E h 

t a h ? y w a s n k o t O r t ? o i w d g t n a n i f y u a s s e o y i s u o r g d e a e l t l h c u a o c c e t f t  a i e h d h r t w o t n a y h s O a w ? e n y w o a s o e s h t d : a r n e t l e i p n r e  m c r a n u x o E c o y







o t n o i t a c i n u m g n i m o n e c t s l i a l b r d e n a v - g n n o i n k r a u e o p y s g r n u i s o y U l . p 0 e  h

: s e d u l c n i y d n o o e i t b a c d r a c  i a u n r t e o c y . u u a h  t o m y n r o e v o m n o u n o o o c m o y i - t c i u l g k e a o y n s o o e i y b o d r l r d p e e u e w v o h o o - h n t y n t h o N l l l l l

Fig. 7: Have Your Say (continued).

t u a k a o y o e t o v l a a t o h h t t o o i T s d ? d n r n f e a t u h t s ? o e y g r o e n o t o t o d i g s e t l i n o m u k T o c l s f a  i t ? e o d e c t r r a g o a  n i y u r n s o u e a y o t y s e n n i e o l w h r o k e h w o a : e l e n o u l y o y p o l m e d w a m n o e h x o i r s E s 




‘Musts’ to make Have Your Say work l Use a blank copy each time the learner completes Have Your Say. l Each time the learner completes Have Your Say, make sure that the date is included. l Do not let Have Your Say become part o a pile o paper in a older in a cupboard. Instead, use the dierent versions o Have Your Say, completed over time, to enable the learner to reect upon the extent to and ways in which his or her speaking and listening skills have developed. Have Your Say and the National Standards l Have Your Say draws on speaking and listening skills in the National Standards or adult literacy. l At the same time, a certain number o ticks or crosses does not mean that the learner’s speaking and listening skills are at a certain level o the National Standards. l You can draw on your knowledge o the National Standards and the adult literacy core curriculum: l to inorm the questions you ask the learner to help him or her complete Have Your Say l in conjunction with the learner’s responses in Have Your Say, to inorm planning or teaching and learning (see below: Prompt questions and activities). l Make sure that you present any terminology rom the National Standards in ways learners can relate to. The practitioner’s judgement l SL practitioners should judge how much support the learner nee ds to complete Have Your Say. l You may need to clariy dierent aspects o speaking and listening. l Use the material in this section and in section 3 on practitioners’ speaking and listening skills, to ensure that, or instance, you are stimulating discussion with, rather than talking ‘at’, the learner. l I the learner gives responses which you haven’t anticipated, be sure to explore these as well. l It will probably be helpul to ask questions to help the learner think about skills in a par ticular aspect o speaking and listening, in a specifc context, e.g. speaking to a riend, to a colleague at work, or to people in authority such as a trafc warden or beneft ofcer. l The learner is likely to need most support in thinking about answering and asking questions (numbers 5 –8 in Have Your Say).

Prompt questions and activities Have Your Say gives an example or learners o each aspect o speaking and listening skills covered. I you wish to, you can change the examples used in Have Your Say to make examples relevant to your learners. Or you can use the ollowing prompt questions and activities when talking through the dierent aspects o speaking and listening in Have Your Say with the learner.



These prompt questions and activities are starting points. Add ideas o your own that are appropriate or the learners you work with. I you are using prompt questions and activities, remember to give the learner plenty o time to fll in the relevant sections o Have Your Say.

1. Speaking to someone you know Overview l Help learners to explore, or example, how ar they talk about amiliar, straightorward topics when they talk to someone they know, or whether their conversation is about areas outside their everyday experience. l Do they adapt what they say appropriately to the person they are talking to, such as when talking to children? Examples o activities You could, or example, ask one or more o the ollowing: l Do you talk to your amily about things that have happened during the day? (I so) Tell me about a recent conversation you have had. What did you say? What did other members o your amily say? How easy/ difcult did you fnd this? Why? l Do you talk in your amily about events you have heard about in the news? (I so) Tell me about a recent conversation you have had. What did you say? What did other members o your amily say? Can you talk about the news in ways your children can understand? How easy/ difcult did you fnd this? Why? l Do you talk with people you know at work about things that have happened in your amily? (I so) Tell me about a recent conversation you have had. What did you say? What did people you work with say? How easy/difcult did you fnd the conversation? Why?

2. Speaking to someone you don’t know Overview l Help learners to explore how easy they fnd it to speak to someone they don’t know. l Do they tend to talk about amiliar, straightorward topics, or is their conversation about areas outside their everyday experience? l Do learners think that they adapt what they say appropriately to the person they are talking to? Examples o activities You could, or example, ask one or more o the ollowing: l When did you last speak to someone in your home that you didn’t know? What was the conversation about? What did you say? What did s/he say? How easy/difcult did you fnd it to talk to this person? Why? l When did you last speak to someone at work that you didn’t know? What was the conversation about? What did you say? What did s/he say? How easy/difcult did you fnd it to talk to this person? Why? l Have you ever had a conversation with someone over the phone that you don’t know? I so, when? What was it about? How easy/difcult did you fnd it? Why?



l

How do you fnd speaking to people in authority, e.g. a police ofcer, a housing ofcer or an unhelpul shop assistant? What was this about? What did you say? What did s/he say? How easy/difcult did you fnd it to talk to this person? Why?

3. Speaking in a group Overview l Help learners to explore how ar they are able to join in group discussions about amiliar and unamiliar subjects. Examples o activities You could, or example, ask one or more o the ollowing: l When was the last time you had a group discussion in your amily? What was it about? What did you say? What did other amily members say? Did you all agree? How easy/ difcult did you fnd it to take part in this group discussion? Why? l When was the last time you were in a group which was talking about something you didn’t know much about? What were the group members talking about? What did you say? What did other people say? How easy/ difcult did you fnd it to contribute to the discussion? l When was the last time you had a discussion with colleagues at work, about something to do with work? How much did you contribute to the discussion? What did you say? What did other people say? How easy/ difcult did you fnd it? Why?

4. Giving inormation to someone else Overview l Help learners to explore how they use their speaking and listening skills when they give inormation to someone else. l You could explore, or example, how much and in what ways they adapt what they say according to purpose and audience. Examples o activities You could, or example, ask one or more o the ollowing: l Have you ever had to give directions to someone about how to get to a place? Tell me what you said. How easy/ difcult did you fnd this? Why? l When did you last have to explain to someone how to do something? What was it about? To whom were you explaining? How easy/difcult did you fnd it? Why? Did you leave anything out? l A television interviewer stops you on the street and asks your views on the rising price o petrol. Tell me what you would say. How easy/ difcult do you think you would fnd it to talk to the interviewer about your views? Why? Would you talk to the interviewer in the same way as you would talk to a riend? Why/why not?

5. Answering questions which need a yes/no answer or which have a single correct answer



6. Answering questions where learners have to give one or more reasons Overview l Aspect 5 is about answering closed questions (see section 3 page 20). l Aspect 6 is about answering open questions (see section 3 page 20). l Practitioners need to judge whether the lea rner understands the dierences between 5 and 6, and whether he or she can use closed and open questions appropriately. Be realistic, but do not underestimate the learner. See fgure 8 below. l I you think that the learner can probably manage the dierences between closed and open questions, then go to the activity: Answering a riend and a teacher, on pages 43–44. l I you think that the distinction between closed and open questions is too difcult or the learner at present, then go to the activity Answering a riend, on page 45.

Practitioner judgement Cahlarrcwihhdircsbw aswrigadclsdqusis?

Yes

No

Activities

Alter Have Your Say by combining 5 and 6 into one section headed Answering questions.

Answering a riend and a teacher (page 43).

Dierentiated activity Answering a riend (page 45).

Remember! Ater you have completed the activity, give the learner time to fll in the section(s) on answering questions in Have Your Say. Fig. 8: Process to ollow or t alking about answering questions with the learner



Guidance: talking about open and closed questions Answering closed questions l Help learners to think about how easy they fnd it to answer questions which require either a yes/no answer or which have a single correct answer. You could talk about whether this depends on whom they are talking to. l I appropriate, you could explore when it might be sensible to give detail when answering an apparently closed question (e.g. ‘Is the ootball ground down this road?’). Answering open questions l Help learners to think about how easy they fnd it to answer questions where they have to give reasons or something in their answers, and why this is. l Help learners to think about how extended their answers to open questions are. Do they tend to give one reason or do they try to give a number o reasons? Do they tend to explain briey or do they go into detail? Why? l Do they try to make sure that their answer is at an appropriate level or the person they are speaking to? I so, how do they judge what an appropriate level is?

Example o an activity: Answering a riend’s and a teacher’s questions Note: This activity aims to develop awareness o answering closed and open questions. You will need to allow some time (e.g. 20 minutes) to discuss 5 and 6 thoroughly with the learner. You could, or example, ask one or more o the ollowing: l When was the last time a riend asked you some questions? l What questions did your riend ask? l What did you say to answer your riend? l When was the last time a teacher asked you some questions? l What questions did the teacher ask? l What did you say to answer the teacher? As the learner talks, the practitioner could record what s/he says in our columns, as in table 2.


Friend


Teacher

1.

2.

3.

4.

Examples o the riend’s questions requiring a yes/no answer or one correct answer.

Examples o the riend’s questions requiring one or more reasons.

Examples o the teacher’s questions requiring a yes/no answer or one correct answer.

Examples o the teacher’s questions requiring one or more reasons.

Examples o the learner’s answers.




Table 2: Record o the learner’s responses.

To enable the learner to think about answering closed and open questions, the practitioner could ask the ollowing: l What are the similarities between the questions and answers in columns 1 and 3? l What are the similarities between the questions and answers in columns 2 and 4? l What are the dierences between the questions and answers in columns 1 and 2, about your riend’s questions? l What are the dierences between the questions and answers in columns 3 and 4, about your teacher’s questions? l How easy do you fnd it to answer the questions in each column? Why? l Did you fnd it easier to give more detail when you were answering your riend’s questions, than when you were answering the teacher’s questions? Why/not?



Dierentiated activity. Answering questions Overview This dierentiated activity is or learners who, in your judgement, will fnd the dierences between closed and open questions too challenging at present (see fgure 9). Remember to change Have Your Say so that: l 5 and 6 are combined under the heading Answering questions l The ollowing is added to Have Your Say, under the heading Answering questions: Example: I a riend says to you, ‘Where would you like to go on holiday?’ you might answer, ‘Spain.’ I the riend says, ‘Where?’, you might say, ‘I’d like to go to the south coast.’ I the riend says, ‘Why? you might say, ‘It’s the hottest part o the Spanish coastline and it’s got some interesting cities too, like Granada. They’re not too ar inland, so you can combine sea and sightseeing.’ Example o a dierentiated activity. Answering a riend You could, or example, ask one or more o the ollowing: l When did a riend last ask you questions? l What did the riend ask you? l What did you answer? l How easy/ difcult did you fnd it to answer your riend? Why? l Do you fnd it easier to answer a riend’s or a teacher’s questions? Why?

7. Asking questions which need a yes/no answer or which have a single correct answer 8. Asking questions when you want someone to give one or more reasons in reply Overview l Aspect 7 is about asking closed questions (see section 3 page 20). l Aspect 8 is about asking open questions (see section 3 page 20). l See fgure 9, page 46. l I you think that the learner can probably manage the dierences between closed and open questions, go to the activities Going to Spain and Complaining about your ight home, on page 46. l I you think that the distinction between closed and open questions is too difcult or the learner at present, then go to the activity Going to Spain on page 47. Remember, be realistic, but do not under-estimate the learner. l You should be able to build on the discussion and activity on Answering questions with the learner.



Practitioner judgement Cahlarrcwihhdircsbw askigadclsdqusis?

Yes

No

Activities

Alter Have Your Say by combining 7 and 8 into one section headed Asking questions.

Going to Spain (page 46). Complaining about your ight home (page 46).

Dierentiated activity Going to Spain (page 47).

Remember! Give the learner time to fll in the section(s) on asking questions in Have Your Say.

Fig. 9: Process to ollow or t alking about asking questions.

Example o activities. Going to Spain and Complaining about your ight home Note: These activities are about asking closed and open questions (7 and 8). l You will need to allow some time (e.g. 20 minutes) to discuss aspects 7 and 8 thoroughly with the learner. l The frst activity, about making travel arrangements, is likely to generate mainly closed questions. The second, about complaining about the ight home, is likely to generate mainly open questions. l Situation . Going to Spain. You are going on holiday to Spain. What questions would you need to ask to fnd out about your travel arrangements? For example: What time does the plane le ave? What time do I need to be at the airport? What is the luggage allowance? l Situation . Complaining about your fight home You have had a long delay on your ight home rom your holiday in Spain. No-one was given any inormation about why the ight was late. No-one was given any vouchers or ood or accommodation. You want to make a



l l

l

complaint about your experience. What questions would it be sensible to ask, when making your complaint? For example: Why was the plane delayed? Why didn’t anyone rom the airline explain what had happened? Why wasn’t any ood or accommodation provided? Record the questions the learner suggests. In each case, talk through with the learner how easy/difcult s/he would fnd it to ask these questions and why. Encourage the learner to look at all the questions s/he has suggested and to identiy dierent types o questions.

Dierentiated activity. Going to Spain l This activity is or learners who, in your judgement, are not yet ready to manage the distinction between asking closed and open questions. l I this is the case, remember to change Have Your Say so that 7 and 8 are combined under the heading Asking questions. l In Asking questions, you can use the examples given in 7 and 8 o Have Your Say. l Situation: Going to Spain (as in situation 1 on page 46). You are going on holiday to Spain. What questions would you need to ask to fnd out about your travel arrangements? For example: What time does the plane leave? What time do I need to be at the airpor t? What is the luggage allowance? How easy/difcult would you fnd it to ask these questions? Why?

9. Listening Overview l Help learners to consider their strengths and weaknesses as listeners. Examples o activities You could, or example, ask one or more o the ollowing: l What kind o thing do you fnd it easy to listen to? Someone chatting to you? A teacher talking to you? A maths class? Television? Radio? Music? Why? l What kind o thing do you fnd difcult to listen to? Why? l Where do you fnd it easiest to listen? Why? l Is there a particular time o day when you fnd it easiest to listen to something? Why? l Do you fnd it easier to listen to one person talking or to a group? Why? l Add your own questions.

10. Non-verbal communication Overview l Help learners think o how ar they are aware o and use non-verbal communication, when they speak and when they listen. l See Have Your Say (page 38) or suggestions o how to talk through what non-verbal communication is with learners. You can extend this i appropriate.



Examples o activities You could, or example, ask one or more o the ollowing: l Think o an occasion when you elt happy. What was the occasion? What was your non-verbal communication like? l Think o an occasion when you elt sad. What was the occasion? What was your non-verbal communication like? l Think o an occasion when you elt angry. What was the occasion? What was your non-verbal communication like? l Think o an occasion when you elt rustrated. What was the occasion? What was your non-verbal communication like? l When you are talking to someone, do you ever old your arms? Why do you think you do this? What message might this give to someone? l When you eel negative, how easy do you fnd it to control your nonverbal communication? Why do you think this is? l I you want the person you are talking to to agree with you, how might you use your non-verbal communication? Why? Add your own questions.

Ater learners have completed Have Your Say l l

l

l

l l

Ask learners to look at the patterns o ticks and crosses. Ask learners to talk about what they think the ticks and crosses say about their speaking and listening skills. Ask learners to identiy where their strengths are, and which areas they would like to develop urther. Ask questions to help learners to identiy which aspects o their speaking and listening are most important in their lives and could most beneft rom development. Agree priorities or development during the SL learning programme. Remember to review Have Your Say as part o ormative and summative assessment (see page 35).


Section 5UsigSfLrsurcsiachigadlarig

Using SfL resources in teaching and learning

SeCtIon5

Overview As noted in section 1, there are a number o SL resources that you can use to ocus on speaking and listening in teaching and learning. This section covers: l activities in the Adult Literacy Core Curriculum document l the SL learner materials l the SL embedded learning materials l the SL numeracy materials l orthcoming Maths4Lie numeracy publications. This section gives examples o how SL practitioners can use these resources. Practitioners can then: l try out these examples l use these examples as the basis or trying out urther activities rom the SL resources specifed above.

Activities in the Adult Literacy Core Curriculum l

l

The Adult Literacy Core Curriculum document contains sample activities or speaking and listening (SL), or each sub-section (listen and respond (SLlr), speak to communicate (SLc) and engage in discussion (SLd)) at each level o the National S tandards, rom Entry 1 to Level 2. Practitioners will fnd these activities on the right-hand page o the document (pages 23–53). Find out more about the adult literacy core curriculum rom www. des.gov.uk/readwriteplus/LearningInrastructureCurricula.

Figures 10 and 11 give two examples o how practitioners can use sample activities in the core curriculum to develop practice in speaking and listening. The frst activity is at Entry 3, the second at Level 1. Each includes the ollowing: l the core curriculum reerence l the sample activity as in the core curriculum document. l a practitioner’s thoughts about and planning or the activity l sample questions to use with learners.



1. Speak to communicate SLc/E3 2 (Curriculum page 34)

2. Sample activity rom the core curriculum (page 35)

Use ormal language and register when appropriate.

Discuss as a group what ormal and inormal mean and how language varies between inormal and more ormal settings. In pairs, identiy situations in their own lives where more ormal language is needed. Pool examples and discuss as a group the sort o language that could be used in those situations.

5. Practitioner’s sample discussion questions l

l

l

l

l

l

What do you think o the way I greeted you today? (I learners say they were surprised) Why were you surprised? (For example: inappropriate language/too inormal.) In what kinds o situations would you expect to use or hear inormal language? Why? What situations have you been in when you’ve had to speak to people in a ormal way? What makes one way o speaking inormal and one ormal? In pairs, think o three situations when you would use inormal language and three when you would use ormal language. Write them down on the sticky notes and then we’ll share our ideas.

3. Practitioner’s planning I’ll start things o by using an inappropriate greeting and then ask learners why it was inappropriate.

4. Hi babes! Are you all cool with everything? Fig. 10: Entry 3 activity.



1. Listen and respond SLlr/L1.6. (page 42) Respond to questions on a range o topics.

2. Sample activity (page 43) Rehearse answering questions in the context o an interview. Discuss dos and don’ts in interview simulations (interviewee and interviewer).

4. Practitioners’ sample questions or discussion l

l

l

l

What did you notice about the responses given by the interviewee? (Single answer statements.) Did she answer appropriately? Why? (Yes, in the circumstances.) Do you think the interviewer knows enough about this person to oer her a job? Give reasons. (No. Didn’t ask probing questions/didn’t get to know what she was really like.) What would make this a better interview or all concerned? Why? (Interviewer needs to ask more probing questions.)

Fig. 11: Level 1 activity.

3. Practitioner’s thinking and planning I’ll get learners into groups o three or role play. I’ll ask one to be the interviewer (with a set o closed questions and directions on using nonverbal communication to show increasing disinterest), one to be the interviewee and one to be an observer. We’ll discuss how it went and repeat it, but this time with the interviewee answering open questions.




l

l

Try out the examples in fgures 10 and 11. Use the examples in fgures 12 and 13 to plan how to integrate other speaking and listening activities in the adult literacy core curriculum into your practice. I you wish, you can use table 3 to develop your planning. Alternatively, you could use the other suggestions rom section 2, such as a ow chart or mind map, to record your thinking and planning. Table 3 uses the Entry 3 example on page 50.

Curriculum page and reerence

Sample curriculum activity

Practitioner thinking and planning

Sample discussion questions to ask

Page 34

Discuss as a group what ormal and inormal mean and how language varies between inormal and more ormal settings.

I’ll start things o by using an inappropriate greeting and then ask learners

What do you think o the way I greeted you today?

Slc E3 2 Use ormal language and register where appropriate

In pairs, identiy situations in their own lives where more ormal language is needed. Pool examples and discuss as a group the sort o language that could be used in those situations. (page 35)

why it was inappropriate. I must include some questions to get them thinking.

(I learners say they were surprised) Why were you surprised? (For example: inappropriate language/too inormal.) In what kinds o situations would you expect to use or hear inormal language? Why? What situations have you been in when you’ve had to speak to people in a ormal way? What makes one way o speaking inormal and one ormal? In pairs think o three situations when you would use inormal language and three when you would use ormal.

Add your own example


Table 3: Using core curriculum speaking and listening activities.



Skills for Life literacy learner materials l

l

l l

l

l

There are SL literacy learner materials rom Pre-Entry to Level 2, and additional materials or ESOL. In the SL materials, speaking and listening is taught as a discrete area o literacy, using appropriately contextualised situations. Speaking and listening is also integrated into reading and writing activities. Audio clips are available or each level o the National Standards. At the beginning o a unit, learners are given an overview o the skills they will be developing. At the end o a unit, learners reect on the extent to and ways in which their skills have developed. Find out more about the learner literacy materials and practitioner guidance rom www.des.gov.uk/readwriteplus/ LearningMaterialsLiteracy. The example in fgure 12 is taken rom the teacher reerence fle, Literacy, Entry 3 Unit 1.

Practitioner thinking and planning How can I help my learners to ask or inormation confdently and clearly? I’ll acilitate a discussion. I’ll try to get learners to identiy the reasons why asking or inormation can be difcult. I’ll start rom learners’ experience, e.g. When was the last time anyone had to ask or inormation? How easy/ difcult did you fnd it? Why? Did you fnd out everything you needed to? How/ why not?

The materials suggest ways in which speaking and listening skills can be developed.

Fig. 12: Speaking and listening and the literacy learner materials.




l

Try out the example in fgure 12. Use the example in fgure 12 to plan how to develop speaking and listening, both as a discrete activity and as an integral part o reading and writing tasks, when you are using the SL literacy learner materials. I you wish, you can use table 4 to develop your planning. Or you could use suggestions rom section 2, such as a ow chart or mind map, to record your thinking and planning.

Reerence to the literacy learner materials

Your thinking and planning

Literacy Entry 3 Unit 1

How can I help my learners to ask or inormation confdently and clearly? I’ll acilitate a discussion. I’ll try to get learners to identiy the reasons why asking or inormation can be difcult. I’ll start rom learners’ experience, e.g. When was the last time anyone had to ask or inormation? How easy/difcult did you fnd it? Why? Did you fnd out everything you needed to? How/why not? (I not covered) Can anyone tell us about a situation when they had to ask or inormation and elt uncomortable doing it – thought they might or say the wrong thing?



Table 4: Using the literacy learner materials to develop speaking and lis tening.

Embedded learning materials Embedded teaching and learning combines the development o literacy, language (ESOL) and numeracy with vocational and other skills. The skills acquired provide learners with the confdence, competence and motivation necessary or them to progress, gain qualifcations and to succeed in lie and at work. (DES and NRDC defnition.)



Find out more about the embedded learning materials that have been developed rom www.des.gov.uk/readwriteplus/embeddedlearning. The example in fgure 13 is taken rom the Early Years Birth to 7 embedded materials (Module 3, Communicating in the early years). This module highlights the importance o eective oral communication skills. It gives part o the introduction to the section, a teaching ocus page and an extract rom the teacher notes.

Practitioner thinking How much do I listen to my learners? Do I allow sufcient wait time or learners to think through a response? How can I increase wait time? What messages does my non-verbal communication give? What strategies can I use with learners, to help them improve their listening skills?

Fig. 13: Speaking and listening and the embedded learning materials.




l

Try out the example in fgure 13. Use it to plan how to develop speaking and listening, in conjunction with the SL embedded learning materials. Use table 5 to help your planning. Or you could use suggestions rom section 2, such as a ow chart or mind map, to record your thinking and planning.

Reerence to the embedded learning materials


Early Years Birth to 7

How much do I listen to my learners?

Module 3

Do I allow sufcient wait time or learners to think through a response?

Communicating in the Early Years

How can I increase wait time? What messages does my non-verbal communication give? What strategies can I use with learners, to help them improve their listening skills?



Table 5: Using the embedded learning materials to develop speaking and listening.

Numeracy Overview l

l

Speaking and listening is not a distinct strand o the Adult Numeracy Core Curriculum. However, as outlined in section 1, speaking and listening activities are integral to maximising learning in numeracy.




l

l

l

l

Research fndings show that there are oten issues with the use o speaking and listening in numeracy and mathematics classrooms. There is a lot o evidence that there is not enough purposeul talk in numeracy and mathematics classrooms across sectors (e.g. Lee, 2004; Swan, 2005). For example, one mathematics researcher ound that, in one observed session, the practitioner spoke 200 0 words, whilst the learners only spoke a total o 30 words. At school level, the Teaching Mathematics in Seven Countries international study (NCES, 2003) revealed that, whilst there were many brie opportunities or students to talk while working, there were ew sustained opportunities to do so. Some research evidence on numeracy and speaking and listening was cited in section 2.

Skills for Life numeracy l

l

l

learner materials

There is plenty o opportunity to build speaking and listening activities into your use o the SL numeracy learner materials to help maximise learning gains. Find out more about the SL numeracy learner materials rom www.des.gov.uk/readwriteplus/LearningMaterialsNumeracy. At the start o the units in the numeracy learner materials, there is opportunity or discussion. The example in fgure 14 (Unit 2 E2 MSS1) gives questions that the teacher can use to acilitate a discussion about the skills needed or undraising.

The teacher notes at all the levels o the National Standards contain many other suggestions o ways to encourage learners to discuss or review their learning and explore the language o numeracy. For example, learners are invited to: l think about other words that show direction, e.g. above, in ront and to the side (Unit 4 E1) l explain the dierence between ‘exact’ and ‘approximate’ and talk about vocabulary, e.g. roughly, about and almost (Unit 1 E2) l discuss in a group why unlimited alcohol intake may aect a person’s health (Unit 4 E3) l discuss the importance o budgeting (Unit 2 E3) l develop their understanding o terminology used, e.g. interest, amount paid and balance (Unit 2 L1) l discuss the scenario in a group (Unit 2 L2) l use these questions to assess their learning in the unit (Unit 5 L2).



1. The aim o using this context is to provide opportunities or learners to practise: l dividing into halves and quarters (N2/E2.1, N2/E2.2) l using coins (MSS1/E2.1) l Paying and getting the right change (SS1/E2.2).

2. Discussion can enable adult learners to draw on their experiences, in order to make sense o the context in the learner materials. At the beginning o every unit, there are stimulus questions which teachers can use.

3. Speciied stimulus questions

4. Practitioner thinking and planning I think I’ll build on the questions specifed in the materials because I want to make the activity real to the learners’ experience. I’ll ask the frst two specifed stimulus questions. Then I’ll divide learners into pairs. I’ll ask them to discuss which o the activities suggested by the whole group involve mathematical skills. Each pair can use a sticky note or each activity and on the sticky note they can identiy what specifc mathematical skills are needed or each activity. Then we’ll put up all the sticky notes on the wall, and the learners can walk round and compare their own suggestions with those o other pairs. We’ll talk the similarities and dierences through. This will lead into undraising.

Fig. 14: Speaking and listening and the numeracy learner materials.

Is there a community centre near where you live? What sorts o activities take place in a community centre? Have you ever been involved in undraising?




l

Try out the example in fgure 14, i appropriate. Drawing on the example above, plan how to incor porate speaking and listening activities into your use o other SL numeracy learner materials. Use table 6 to help your planning. Or you could use suggestions rom section 2, such as a ow chart or mind map, to record your thinking and planning.

Reerence to the numeracy learning materials


Unit 2 E2 MSS1

I think I’ll build on the questions specifed in the materials because I want to make the activity real to the learners’ experience. I’ll ask the frst two specifed stimulus questions. Then I’ll divide learners into pairs. I’ll ask them to discuss which o the activities suggested by the whole group involve mathematical skills. Each pair can use a sticky note or each activity and on the sticky note they can identiy what specifc mathematical skills are needed or e ach activity. Then we’ll put up all the sticky notes on the wall, and the learners can walk round and compare their own suggestions with those o other pairs. We’ll talk the similarities and dierences through. This will lead into discussion o undraising.



Table 6: Using the numeracy learner materials to develop speaking and listening skills.



Maths4Lie l

l

l

l

l l

The DES unded Maths4Lie project, led by the NRDC (see below), is extending the work o the DES Standards Unit. On behal o the DES Standards Unit, Malcolm Swan developed approaches to active learning in mathematics at Level 2 and beyond (Swan, 2005). Central to these active approaches is the role o learner talk in making explicit mathematical misconceptions. Maths4Lie is ocusing on active approaches in the teaching and learning o numeracy at Entry Level and Level 1. Maths4Lie is developing a suite o up to 20 exemplar sessions. The exemplar sessions are scheduled or publication in 2007.

Find out more l Download a leaet about Maths4Lie’s work on active learning in numeracy and mathematics (Maths4Lie, 2006) rom the Maths4Lie web site at www.maths4lie.org. The leaet is called Towards More Active Learning Approaches. l Download a copy o Malcolm Swan’s book about active learning in mathematics rom the Maths4Lie web site. The book is principally or practitioners. The ull title is: Swan, M. Improving Learning in Mathematics: Challenges and strategies (London, DES, 2005).

Skills for Life resources l

l

A list o all SL publications can be downloaded rom www.des.gov. uk/readwriteplus/publications. SL resources can also be ordered through Prolog on 08 45 602 2260 or d[email protected].


SeCtIon6

Section 6Sakigadlisigadc

Speaking and listening and context Overview l

l

l

The context in which interactions occur inuences both practitioners’ and learners’ use o speaking and listening. Practitioners oten have to make very rapid judgements about how to use their speaking and listening skills when ma naging interactions with learners. This section ocuses on developing practitioners’ awareness about how to assess relevant aspects o context when de ciding how to use their speaking and listening skills with learners.

Section structure First, this section considers the aspects o context which can inuence speaking and listening, ollowed by reective practice questions and activities. l Two examples enable practitioners to explore dierent aspects o context in more detail in two sectors in which SL learning takes place: the criminal justice sector and FLLN. Then there is an exploration o the potential inuence that practitioner and learner emotions can have upon speaking and listening. Reective practice questions and activities are included. both or the t wo sectors examined in detail, and or practitioners in sectors outside the criminal justice system and FLLN.

Aspects o context potentially infuencing speaking and listening Table 7 on the ollowing page exemplifes dierent aspects o co ntext which can inuence choices practitioners and lear ners make about use o speaking and listening skills.



Aspect o context which can infuence speaking and listening

Relevant detail

Sector-related

For example, the criminal justice sector, the National Health Service (NHS), other workplaces, urther education (FE) colleges, adult and community (ACL) and FLLN. Add your own examples.

Environment-related

For example, the physical surroundings (whether the session is in a room primarily used or education, whether the surroundings are crowded or spacious, the degree o privacy, the seating arrangements); the time o day and day o the week. Add your own examples.

Learning-related

For example, whether the session is about assessment, developing an ILP or teaching and learning; whether the session is group or one to one and whether ICT is available. Add your own examples.

Learner-related

For example personality, emotions, confdence, previous learning history, amily and peer relationships, (in the case o oenders) length o sentence and whether the sentence is in the community or custody. Add your own examples.

Table 7: Aspects o context .



Aspect o context which can infuence speaking and listening

Relevant detail

Practitioner-related

For example, the degree o experience in teaching or in supporting learning; understanding o the extent to and ways in which the aective underpins teaching and learning; the practitioner’s emotions and confdence in his or her own teaching skills. Add your own examples.

Relationship between the learner and the practitioner

For example, previous experience o working together and the degree o trust between teacher and learner. Add your own examples.

Other.

Please speciy.

Table 7: Aspects o context (continued).


l l

l

Think about your practice in relation to table 7 and urther examples to each item in the ‘Relevant detail’ column. Add any urther aspects o context that are relevant to your practice. Reect on a recent session: l Using table 7, in conjunction with the ten aspects o speaking and listening in the practitioner reective log (section 3), identiy which aspects o the context inuenced the interaction between the learner and yoursel. l How did each aspect o context inuence the interaction between the learner and yoursel? l Having reected, is there anything about your use o speaking and listening which you would change in another, similar situation? I so, what? Why? Alternatively, you could use other suggestions in section 2, such as a ow chart or mind map, to record your thinking and planning.



Example 1: The criminal justice sector Overview Oenders are a key SL priority group. Speaking and listening skills are important in work with oenders, in a range o ways.


l

l

As outlined in section 4 (page 32), Davies et al.’s (2004) research ound that, o 455 adult oenders: l 25% were probably at or above Level 2 in speaking and listening l 75% were probably below Level 2 l 35% were probably below Level 1. Oenders fnd the terminology o the criminal justice system complex, both in oral and in written orm (Davies et al., 2004; Hudson et al., 2005). Oenders need good speaking and listening skills to be able to manage the oral language demands o the criminal justice system such as: l being arrested l being in court l liaising with representatives o the criminal justice system, as part o their sentence l participating in oending behaviour programmes.


l

l l

Think about your practice in working with oenders and complete table 8. Identiy other areas o the criminal justice system where oenders need good speaking and listening skills. Use your suggestions to complete the table. How will you develop your practice? You could also use other suggestions rom section 2, such as a ow chart or mind map, to record your thinking and planning.



Aspect o the criminal justice system

Importance o speaking and listening

Practitioner thinking and planning: how to develop oenders’ speaking and listening skills

When an oender on community supervision meets with his/her oender manager, as part o the sentence.

The oender needs to: First, I’ll develop my understanding o l understand the the technical language o the criminal processes o the justice system. criminal justice system Then I’ll set up a meeting with the l be able to listen to oender manager to get him/her to what the oender talk through the broad areas o what manager says s/he’ll be covering with the oender l ask questions to clariy (respecting confdentiality, etc). I’ll what s/he is unclear probe to fnd out what speaking and about listening skills the oender needs in l remember what has order to beneft rom working with the been agreed. oender manager. I’ll enable the oender to talk through relevant aspects o his/her work with the oender manager (respecting confdentiality, etc). I’ll probe to encourage the oender to identiy what s/he fnds difcult in relation to speaking and listening. On the basis o this, we’ll prioritise speaking and listening skills to build into the ILP.



Table 8: Speaking and listening in the criminal justice system



Example 2: Family literacy, language and numeracy Overview l

FLLN is oten very motivational or adults who want to help improve their children’s LLN skills.


l

l

A lot o research evidence highlights the important role o teachers, parents and carers in developing young children’s oracy skills (e.g. Bernstein, 1971; Dockrell et al., 2002; Rosemary and Roskos, 2002). As noted in section 4, research (e.g. Sticht, 2007; Ginsborg and Locke, 2002) links the development o oracy and reading skills – problems in young children’s development o oracy skills have been connected with later problems with reading and writing, and vice-versa in the case o children with good listening skills. These research fndings mean that it is very important or FLLN practitioners to have good speaking and listening skills, so that: l the development o young children’s skills can be maximised l practitioners can develop parents’ and carers’ speaking and listening skills so that they in turn can develop the skills o children or whom they are responsible.

The importance o speaking and listening in FLLN Some o the ways in which speaking and listening is impor tant in the context o FLLN are: l telling stories to young children l teaching young children nursery rhymes l teaching young children to count by, or example, counting the stairs they go up on the way to bed l enabling parents and carers to take their children out and to talk through what they see; or example, on a nature walk, the adult could ask the child to bring him/her the biggest lea the child can fnd, or to bring a big, shiny lea l enabling parents and carers to interact eectively with their child’s school by developing an understanding o the culture and language o the school l enabling parents and carers to give praise to their child.

Refective practice questions and activities Think about your practice in FLLN: l Using the list above as a starting point, identiy the aspects o FLLN in which speaking and listening skills are impor tant. l Use your reections to complete table 9. l You could also use other suggestions rom section 2, such as a ow chart or mind map, to record your thinking and planning.



Aspect o FLLN

Importance o speaking and listening

Practitioner thinking and planning: how to develop speaking and listening skills

Telling children a story

Reading the story to the child in a way which brings the story alive.

I’ll model the activity to parents and carers.

Talking about the story with the child.

Then I’ll ask parents and carers to try out telling a story and talking about the story with their child. We’ll discuss how it went: what went well and what they could build on next time. Then I’ll ask them to try it out at home, beore the next FLLN session.

Add your example

Add your example

Table 9: Speaking and listening in FLLN.

Find out more l

Find out more about FLLN rom DES and LSC (2005), Family Literacy, Language and Numeracy: A guide or Children’s Centres (London, DES).

Building on examples 1 and 2 I you work in one or more SL sector(s) beyond the criminal justice sector and FLLN, use the preceding examples as a model: l Speciy the sector. l Analyse the ways in which speaking and listening is impor tant in your sector. l Plan how to develop speaking and listening skills. Complete table 10, or you could use other suggestions rom section 2, such as a ow chart or mind map, to record your thinking and planning.


SfL sector:

………………………….

The importance o the specied aspect o speaking and listening in your sector


Practitioner thinking and planning: how to develop your practice in this aspect o speaking and listening

Speciy the relevant aspect o speaking and listening, in your SL sector: ……………………….. ………………………..

Table 10: Your Skills for Life sector.

Speaking and listening and underlying emotions Underlying both practitioners’ and learners’ use o speaking and listening are emotions. Learners and practitioners may be aware o some o their emotions, but may be unconscious o others. Where easible, it is probably helpul to acknowledge both your own and your learners’ emotions. You can then plan how to manage any negative emotions so that you maximise the learning which takes place. You can also decide how to build upon positive emotions, such as the learner’s growing confdence, in teaching and learning. Note: It is important to recognise that using speaking and listening to interpret emotions is complex. For example, the relationships between non-verbal communication and emotions are ar rom straightorward. In some instances, but not in all, olded arms might me an that someone is eeling deensive. In some instances, speaking with pauses might mean that the speaker lacks confdence. However, in others, there might be pauses because the speaker is thinking about what s/he wants to say. Practitioners must interpret speaking and listening and emotions cautiously and avoid simplistic stereotyping. Table 11: l gives examples o emotions potentially experienced by practitioner and learner. l gives reasons or the practitioner’s and learner’s emotions. l suggests how emotions may be reected in dierent aspects o speaking and listening.



d n a g n i k a e p s s ’ r g n e i n r n e a t e i s L l

a s e l i m s . . d l g . e a e x b a , l r n e e r v o - i s n t a k o i o n c o n l e u d v i t i m n a s m t o o o P c l

. s n o i t u b i r t n o c e v i t i s o p s e k a M

. s h g u a L

t n r a e e s h l a t t s h s d n a g e e n h a i n h n h a i e P h y t o / s g l L r r i a / I t e o t a s r s e l d  o h s s h e n n m t e / r o e s u i e s  g i e t s o h s e ’ r e l a r i n p i n r b e o i n g  a n o e l s l s . e r r t s p a c d a o a e o x e e o l P e l R m g h t a

g n i k a e p s s g ’ r n e i n n e o t i t i s t i l c d a r n P a

. e c i o v  o e n o t c i t s a i s u h t n E

. n L  o g e i t S n h o t o i t y m l r r e d e e o s t t i d  ’ n n r m o e u i m n e t o o l a i t c b i i n y a r s l t c s p a e o x r v s P e p I

n o i t o m E

. t o l a s e l i m S

. r u o m u h s e s U

. s n o i t u b i r t n o c d e d n e t x e s e k a M

a s e l i m s . . d l g . e a e x b a , l r n e e r v o - i s n t a k o i o n c o n l e u d v i t i m n a s m t o o o P c l

t n r a e e s h l a t t s h s d a e i n n h a h / a e s g P / I h t a L a s r s e l h s t s h e e / r s g i e e o s  h s i r e n p i n r o g e s  . o d l e t c a a r o e e o l R m g h t a

n o p e v u i . t i g e n  s i i l o n r p r a e e h e l / h t  s L i s S h e   s o o i n t t g c s o a e c p r e e h m t R i

. s h g u a L

o e t s s i m n i o x i a t u m b i r o t t n s o n c o s . i t ’ n s r o i e e u n r s q a s e e s l s k e e s h h A t t

r e n e d r e h t s a e a l h t l e e i w p h t l y s e r w e v s e s r d i e d g r . g n o e a a p d g r e a n e h e n t m s r h i s a a t a e w h H l

t n e m y o j n E

Table 11: Emotions and speaking and listening.

. s n o i t u b i r t n o c e v i t i s o p s e k a M

. r e n r a e l e h t n a h t s s e l s k l a T

. e s k n o a i t m u i o b r t r t e n o n r c a d e e l s d e n t e i v t n x I e

n o p e v u i . t i g e n  s i i l o n r p r a e e h e l / h t  s L i s S h e   s o o i n t t g c s o a e c p r e e h m t R i

. g n e i h h / t n s y a t r c a e v r h e t e n e w o g o i t i n t d e k c l t a ’ r w n p o n s e e k h c o T a d

g n i h c t o a e s t e  i o g e e t a g t n r a r s g . a i n n s n o a r a h e p u s l w l e d a e n r F a d

e c n e d f n o C

d n a t s r e d r o n  u s t ’ k n s s a e d o d n a . n g n o e n i t h i h w t a c e f s r y m i a a o l S s c

. d e c n e i r e p x e s I

h t i w e g a g n e n a r . c e s n l e r e a e F l

d e d t l n o a e s t n m p s u x e e t o , r s i s r i e l a g k p l e a d n n o M i a l h . s e w s n o w d n i o t i s n u . t s b c a s i r s r a u t r p u e c n e o h s o t t r i n g d c o I


d n a g n i k a e p s s ’ r g n e i n r n e a t e i s L l

. t c a t n o c e y e  o k c a L

. c i b a l y s o n o M

 . g e o g n h n l i t n y u i o  l r r r i n a r o t e  o e a d  e n n m y l n o e r i u i e t ’ s e v g l a r n e i b e i n g b a s l n y a s p r a g o x a e M n P e l e

g n i k a e p s s g ’ r n e i n n e o t i t i s t i l c d a r n P a

. y l k c i u q o o t , h c u m o o t s k l a T

 o e k c c n a e l d / r f a n e o F c

. r e d n a w y a m s e y E

. y t e g d f e b y a M

. s h g i S

e h t d n e t t a o t s a h e h / . s  n i o s i k s s s e A s

e h t l i t n u o . g n o i o t g s n s o e s l e w h o t h  s o k d s n A e

d t e r o o n s b i s l i a r e i e h t / a s t m a e h t h . t e i t t l c a b i l h p t a y x d j e n o s a n I e

l u t n d e a s i v g l e a n e l i e r n r t r a o e e n b l n d y n a a . u M c e o t i . g   l n r s i e e v a n h a p r a / h e l e i s y h h a t L o n  M i S t

. e r u l i a   o r a e F

h c u m . s r k e a e n r p a s e o l t e y v i t g i n t u ’ t n r s o e p o p D o

n o i g e t h . i s n h o t i r w t y m l r r e g e r n n o s i e  l a d ’ a l e n n r e o e u i g n d n i e t o  l a i o t l g b i n i n u l a e  s l t c r s p a a a o x r e h P e p F c

n o i t o m E

s e o d n e h w e c i o v  o e n o . t t k e a i u e p Q s


: d n n o a i t a d . c e e i s r g n u a u p u m s g n m i p l a o l , y c l d d a e o b d b r l o d e  v - s e n m s o r l o N a c

e c n e s e r p l . a s c r i e s y n h r p a e  l o l e u m  r o a s e  F o

e s c ’ r t ’ n e e . n d r r s f n u e n a o e i o l d o c e v a e h h h t h e / g b u e s / l o g s e n a e n e e d  a u y e t m i a v a o t t M h t a

. t c a t n o c e y e g n i r e d n a W

. s m r a d e d l o F

. e c i o v  o e n o t s u o n o t o n o M

s y t n n a a w m d t n i n a u y s l i s h . t u y o t t i e h v i r g e r u p a a s v t e s e r a m o H i t m

m o d e r o B

Table 11: Emotions and speaking and listening (continued).

s a o u o g d y n i o r s t o a  r t o h g d a p b e e v v s i t ’ a e a . s ’ ’ g W e ‘ t e , I n ‘ r m  s a o r o h ’ o ,  e c i s s s u i t U s h t i

e h t h t i w d e g a g n e t r . o e n n s r a a e H l

r e u l o p y d n m d w a x A o e




l

Using table 11, think about a recent session with a learner you fnd challenging to work with. l What do you think the learner was eeling during the session? l In what ways do you think that these eelings were reected in the learner’s use o speaking and listening during the session? l What were your emotions beore, during and ater the session? l In what ways did your emotions inuence your use o speaking and listening? l Having reected on the potential inuences o emotions upon speaking and listening, how could you build on your use o speaking and listening in a uture session with this learner? Now think about a learner you enjoy working with and complete table 11 using the questions below: l What do you think the learner was eeling during the session? l In what ways do you think these eelings were reected in the learner’s use o speaking and listening during the session? l What were your emotions beore, during and ater the session? l In what ways did your emotions inuence your use o speaking and listening? l How could you build on your use o speaking and listening, in a uture session with this learner?

Section 7Accrdiai

SeCtIon7


Accreditation Overview l

This section provides inormation or practitioners about qualifcations that include speaking and listening and that are relevant to SL learners.

Skills or Lie l

l

l

l

l

l

l

l

l

Speaking and listening is not accredited as part o the National Tests at Level 1 and 2. Speaking and listening is accredited as part o the Entry Level certifcate in adult literacy. Learners can complete either : l portolios (internally assessed) and short tasks (externally set, internally marked and externally verifed); or l assignments (externally set, internally marked and externally verifed). Because many SL learners have spiky profles, achievement is recorded on the Entry level certifcate in speaking and listening, reading and writing, at Entry 1, 2 and 3. Achievement is assessed by using the national standards and speaking and listening section o the core curriculum. Achievement is assessed in the three sub-sections o speaking and listening: listen and respond, speak to communicate and engage in discussion. See page 5 or inormation about progression between capabilities rom Entry 1 to Level 2, as specifed in the national standards and the core curriculum. There has to be evidence that learners have achieved all curriculum capabilities at Entry 1, 2 or 3 as appropriate. Find out more about awarding bodies which accredit Entry Level adult literacy rom www.qca.org.uk/6448.html.

Key Skills Overview l

Speaking and listening is assessed as part o Key Skills Communication, at Levels 1 and 2.

Key Skills Communication Level 1 (QCA, 2004a) l

l

Speaking and listening task. Learners have to take part in a oneto-one or group discussion. Evidence. Learners must give evidence that they can: l provide inormation that is relevant to the subject and purpose o the discussion l communicate clearly in a way that suits the situation and respond appropriately to others.



Key Skills Communication Level 2 (QCA, 2004b) l

l

l

Speaking and listening tasks. Learners have to take part in a group discussion and give a talk. Evidence or the group discussion. Learners must give evidence that they can: l make clear and relevant contributions in a way that suits (their) purpose and situation l respond appropriately to others l help to move the discussion orward. Evidence or the talk. Learners must give evidence that they can: l speak clearly in a way that suits (their) subject, purpose and situation l keep to the subject and structure (their) talk so listeners ollow what (they) are saying l use appropriate ways to support (their) main points.

Find out more l

l

Find out more about the Key Skills specifcations or Communication at Level 1 and 2 rom www.qca.org.uk/6507.html. Find out about awarding bodies that accredit Key Skills rom www. qca.org.uk/6448.html.

GCSE English Teacher assessment o students’ speaking and listening skills counts or 20% o the total grade or GCSE English. Speak ing and listening activities assessed are: individual extended contribution, group discussion and interaction, and drama. The student’s best work in each aspect o speaking and listening is selected to contribute to the fnal GCSE speaking and listening mark. Assessment o speaking and listening skills must encompass the ollowing strands: l explain, describe, narrate l explore, analyse, imagine l discuss, argue, persuade. Find out about more about the assessment o speaking and listening in GCSE English by downloading awarding bodies’ specifcations: l AQA – www.aqa.org.uk/qual/gcse/eng_a.html l OCR – www.ocr.org.uk/OCR/WebSite/docroot/qualifcations/ qualifcationhome/showQualifcation.do?qual_oid=3132&site=OCR&oi d=3132&server=PRODUKTION l Edexcel – www.edexcel.org.uk/quals/gcse/english/gcse/1203.

English Speaking Board The English Speaking Board (ESB) provides a range o qualifcations in speaking and listening which are relevant to frst language speakers. ESB vocational qualifcations are: l rom Level 1 to Level 3



l

l l

suitable or learners on vocational programmes or in employment who need to evidence oral communication skills suitable or learners on Key Skills programmes suitable or learners wanting to demonstrate achievement in oral communication.

ESB oral communication skills qualifcations are: l rom Pre-Entry 2 to Entry Level 3 l suitable or learners who want to progress to and/or within Entry level l suitable or some LDD learners l suitable or candidates in specialist units in FE colleges, who may go on to a mainstream vocational course. Find out more about the ESB and speaking a nd listening rom www.esbuk.org.


SeCtIon8

Section 8Larigdifculisaddisabiliis(LDD),icludigdyslia

Learning difculties and disabilities (LDD), including dyslexia Overview This section: l gives brie inormation about relevant legislation l shows practitioners how to use Access or All (DES, 2002) to support the development o speaking and listening skills in LDD learners l discusses issues in recognising LDD l shows practitioners how the SL training programme Supporting Dyslexic Learners in Dierent Contexts can be used to develop the speaking and listening skills o dyslexic learners l gives a case study o a speech and language therapy (SLT) project.

The DDA and SENDA The Special Educational Needs and Disability Act (SENDA) 2001 brings education under the Disability Discrimination Act (DDA) 1995. This means that education providers have a duty not to treat learners with LDD less avourably than other learners, and to provide ‘reasonable adjustments’ or LDD learners, where appropriate. Find out more about the DDA and SENDA rom www.skill.org.uk, the web site o Skill, the National Bureau or Students with Disabilities.

Access or All Access or All supports literacy and numeracy practitioners in mak ing the core curricula accessible to all learners, including those with LDD. It gives guidance on what specifc groups o LDD lea rners, such as those with autistic spectrum disorders or mental health difculties, may fnd problematic in the literacy and numeracy curricula. There is considerable ocus on speaking and listening. The relevant section o the core curricula must be used alongside Access or All . It covers descriptors rom the core curricula which are co nsidered to cause particular difculty or LDD adults and which may require alternative teaching approaches. Find out more about Access or All rom www.des.gov.uk/readwriteplus/ LearningInrastructureCurricula. The example in fgure 15 shows practitioners how to use Access or All to develop the speaking and listening skills o LDD learners. It demonstrates that some LDD learners can fnd it difcult to identiy relevant points. Practitioners’ questions can help LDD learners ocus on the key points.



Recognising learning disabilities and diculties Many learners with LDD may not have had their needs recognised. Other learners’ needs may have been recognised but not ormally diagnosed, or they may have been attributed to other causes such as lack o motivation or behaviour problems. Conditions such as autistic spectrum disorder or dyslexia can be ver y complex. It may be necessary or practitioners to reer learners or more specialist assessment and possible treatment, or to seek advice on how to engage learners eectively. FE colleges may have access to SLT, or practitioners can access SLT through the adult services at the local Primary Care Trust (PCT) or acute hospital. Adults and young people with dyslexia or other LDD may be aware o their problems. LDD and dyslexic learners may have a history o school and employment ailure. These learners may avoid situations where their difculties are exposed or may attempt to deect attention rom their difculties, or instance, by being hostile or by creating a diversion. Practitioners need to be aware o the emotional aspects o learning disabilities. Learners with LDD can have spiky profles. For example, a dyslexic learner may appear verbally able in general conversation, but then have great difculty with spelling or copying.

Resources l

l

l

www.bdadyslexia.org.uk – or inormation on dyslexia or learners, parents and teachers www.teachernet.gov.uk/wholeschool/sen/asds – or inormation on autistic spectrum disorders www.ican.org.uk/home/training – or inormation on children and young people with communication difculties.



1. Speak to communicate SLc/E3.3 (see Access for All page 70)

2. Areas o diculty which may be experienced by particular learners (Access for All page 70)

Express clearly statements o act and give short explanations, accounts and descriptions.

Some dyslexic learners and those with learning diculties, autistic spectrum disorders and mental health diculties can have difculties both judging the level o detail required and sticking to the point. They may also have difculty organising ideas.

6. Practitioner’s questions What happened to Bill Preston? Why did it happen?

3. The practitioner reads through statement made by Gary reporting an accident on a building site

How do you know? How could it have been avoided? Are there any questions you would like to have asked Gary about this accident? What should Bill’s employer do ater reading this accident report?

‘Bill Preston was on the scaold laying bricks. I was just bringing up some more mix and he stepped back, lost his balance and just ell o the back. There was nothing to stop him. He looked OK – we couldn’t see any blood or anything – but we were worried about his back so we told him to lie there while we got a frst-aider.’

5. Practitioner thinking

4. Learner 1

They’ve missed the main point o it (negligence/inadequate health and saety at work) and gone o at a tangent – I need to ask more specifc questions.

4. Learner 3 I hurt my back once when I slipped on some oil. Fig. 15: Access for All and speaking and listening.

Doing frst aid at work?

4. Learner 2 He shouldn’t have brought up more mix and then he wouldn’t have allen.




l

I appropriate, try out the activity in fgure 15 with your learners. Using the adult core curriculum or speaking and listening and Access or All, plan how to adapt your teaching to accommodate the needs o particular groups o learners. Use table 12 to record your thinking and planning. Or you may preer to use other suggestions rom section 2, such as a ow chart or mind map.

Curriculum reerence

Particular groups which may experience diculties

Practitioner thinking and planning

Slc E.

Some dyslexic learners and learners with autistic spectrum disorders, learning difculties and mental health difculties (page 70).

I’ll read through the example o Gary’s report on an accident on a building site. I’ll see how they respond to a question about what the passage is about. I’ll need to listen hard to their responses. I may need to re-read the passage and/or adapt my questioning style to help them understand the main points.

Express clearly statements o act and give short explanations, accounts and descriptions ( Access for All page 0). Add your own example


Table 12: Using Access for All .

Dyslexia Access or All The needs o dyslexic learners are addressed in Access or All .

Supporting Dyslexic Learners in Dierent Contexts An SL training programme, Supporting Dyslexic Learners in Di erent Contexts, has been designed to support SL practitioners, Learning Support Assistants (LSAs) and other support sta who have not



previously been trained to work with dyslexic adult learners. It includes video teaching snapshots and ocuses on our contexts: l FE and adult and community learning (ACL) l workplace l criminal justice l embedded learning. Find out more about the dyslexia training programme rom www.cbt. com/dyslexia. The example in fgure 16 is taken rom the speaking and listening module o Strand 1. The example includes tips or the teacher on helping learners to listen more eectively.

Strategies or listening () Understanding when the practitioner is talking The practitioner needs to: l be aware o potential difculties and vary listening tasks in the classroom accordingly l give written back-up l make it standard practice or students to lend each other notes l repeat when it is noticeable that concentration has been lost. l use visual or practical aids to support the listening – mind maps (see Section 2 o this document), pictures, keywords, video clips, demonstrations; note: it may be useul or some learners or the teacher to create a mind map on the whiteboard as an explanation or description, or to give a mind map as a summary.

Notes or teachers when giving instructions to dyslexic learner: l Stress the key word. l Avoid background noise. l Keep instructions in sequence. l Give instructions in chunks and not too much inormation at a time. l Be aware o the speed o your speech – slow down. l Engage the learner and check understanding throughout (ask learner to repeat what has been said/put into own words). l Use pictures or diagrams to help understanding. l Limit instructions to the most essential ones. l Suggest the use o recording acility on mobile phone/Dictaphone. l Be aware that copying rom a whiteboard can be very difcult or some dyslexic people.

Fig. 16: Supporting dyslexic learners in dierent contexts.

Learning or Living Learning or Living was an SL-unded pathfnder project which ran rom 2003 to 2006. It was conducted by a consortium headed by the National Institute or Adult Continuing Education (NIACE), and developed a suite o guidance materials, including eight DVDs, or sta working with learners with learning difculties or disabilities rom Pre-Entry to Level 2, in a number o contexts. Copies o the publications can be obtained ree rom: DES Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham, NG15 0DJ. Electronic versions o the publications are available at:



www.des.gov.uk/readwriteplus. Each o the guidance documents has a unique DES reerence, as ollows: l Access to amily programmes (Re: ATFP) l ESOL Access or All (Re: EAFA) l It’s not as simple as you think (Re: CVAD) l Making it happen (Re: MIH) l Person centred approaches and adults with learning difculties (Re: PAALD) l Skills or working (Re: SFW).

Case study: A speech and language therapy project A speech and language therapy (SLT) project helped to meet the needs o some young people in the youth justice system. The project: l set up SLT services in two young oender institutions (YOIs) l collected inormation on the speech, language and communication needs o the young people l in collaboration with relevant sta, evaluated the SLT services in the two institutions. This SLT project was led by the University o Surrey, conducted in partnership with the Prison Service and unded by the Helen Hamlyn Foundation.

Jamie Bryan (2007) contains case studies o young peo ple in custody who benefted rom SLT. Jamie was one o these individuals. Jamie, an 18-year-old with a history o violence, was reerred to the SLT services by orensic psychology. The SLT assessment showed that Jamie’s difculties included: l a number o problems using spoken language l limited social skills l some memory and comprehension difculties l low sel-esteem about his academic ability. The speech and language therapist set goals with Jamie to develop understanding about: l non-verbal communication l his own non-verbal communication l how communication changes in dierent situations. With the speech and language therapist, Jamie worked on his language and social skills over twelve sessions. Jamie met the SLT goals above. Improvements in SLT were reected in Jamie’s day-to-day conduct. Jamie was aggressive and conrontational in ewer situations and his ca pacity to interpret interaction accurately improved. For example, Jamie’s ability to recognise when someone was joking with him increased. Because Jamie was less aggressive, he was perceived by others more positively. This helped improve Jamie’s sel-esteem. Inormation about Jamie’s SLT assessment and therapy was circulated to relevant sta and included in his discharge inormation.



1.Sausdaskillschckiglrrdrswihassibl schadlaguagdifculyhhrais.

2. The therapist conducted a more detailed assessment o SLT needs.

3.ASLtirviwasdsigd,usighrsulsh assssm.

4.thyugrsaddaagrdumbrsssiswih hhraiswrkwardsSLtgals.thhraisalswrkd wihducaiadwidrrissashahyugrs’s hrayculdbrircdusidsssiswihhhrais.

5.Whhyugrswasrlasdrmris,dailsh assssmadhraywricluddasarhdischarg rr.

Fig. 17: Stages o SLT.



Find out more Find out more about this SLT project in: l Bryan, K. (2007) ‘Speech, Language and Communication Difculties in Juvenile Oenders’ in Hudson, C. (Ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (Tribal Education Limited and DES). See also: l Bryan, K., (2004) ‘Prevalence o Speech and Language Difculties in Young Oenders’, International Journal o Language and Communication Disorders 39, pp. 391–400.

Remember l

l

l

Section 1 highlighted that this document is not primarily or SL practitioners working with LDD learners. Use the suggestions in this section to reect on the extent to and ways in which you can build upon other sections o this document in your work with LDD learners. Get support in managing a learner with specifc learning difculties or disabilities. Reer learners or more detailed assessme nt i necessary.


SeCtIon9

Section 9Skadwrilaguag

Spoken and written language Overview This section: l outlines aspects o work on spoken and written language l gives extracts rom three conversations l suggests learner activities on spoken language.

Work on spoken and written language Proessor Ron Carter (2003) argues that: l spoken and written language are dierent l spoken communication has conventions which are as valid as those o ormal writing; these conventions have been called the ‘grammar o talk’ (QCA, 2004c) l learners should be taught the conventions o spoken language; this is in part to help maximise the extent to which learners use talk appropriately in dierent contexts. At school level, Proessor Carter’s research has been developed into teacher guidance and practical classroom strategies to increase students’ awareness o: l the extent to which spoken language diers rom written language, and in what ways l how to use spoken language appropriately in di erent contexts (QCA, 2004c).

Terminology to describe talk Table 13 is adapted rom Carter (2003: pp. 10–12) and outlines some conventions o spoken grammar.



Name

Explanation

Example

Heads

Heads occur at the beginning o clauses. Heads help orientate listeners by establishing a topic.

The white house on the corner, is that where she lives?

Tails

Tails occur at the end o clauses, usually reinorcing an antecedent pronoun.

She’s a very good swimmer, Jenny is.

Ellipsis

Where subjects and/or verbs are omitted, because the speaker assumes the listener knows what is meant.

Sounds good to me. (It/that).

Discourse markers

Where words or phrases denote moving rom one topic or stage o a conversation to another. They act as ‘spoken punctuation’.

Anyway , give Jean a ring and see what she says.

Flexible positioning o words and phrases

Using word order more exibly than in written language.

I was worried I was going to lose it and I did almost.

Vague language

Can help soten what is said. Can help the speaker to sound less assertive.

Thing, stu, or something, or anything, whatever, sort o and kind o.

Deixis

Words and phrases pointing to particular eatures o the immediate situation.

This, that, these, here and there.

Assumes a shared knowledge between speaker and listener. Deixis is more common in spoken than in written language. Modal expressions

Help to soten what is said and to communicate more indirectly.

I don’t know, I think, perhaps, possibly and probably.

Chains o clauses

Speakers oten do not have time to construct patterns o main and sub clauses. Clauses are thereore oten added incrementally to each other.

I was driving along talking to Jill and we like stopped at some trafc lights and then – bang – there was this almighty crash and we got pushed orwards.

Table 13: The conventions o spoken grammar.


l

l

What do you think? Is it important that SL practitioners are aware o the conventions o spoken language? Why/why not? Is it important that SL learners are taught about the dierences between spoken and written language? Why/why not? Should SL learners be taught terminology to describe spoken language? Why/why not?



Learner activities Based on Proessor Carter’s work l

l

l

l

Use the three conversations on the ollowing pages to e ncourage learners to reect on the dierences between spoken and written language. Use the technical terms given in table 13 i appropriate. Ask learners to act out the conversations, thinking careully about use o tone, pace and non-verbal communication. Ask learners to discuss the reasons or, and likely impact o, their choices about tone, pace and non-verbal communication. Ask learners to: l audio record some o their conversations, either inside or outside the SL session l discuss how much and in what ways their examples o spoken conversation dier rom ormal writing. I appropriate, encourage learners to use technical terms to describe their spoken language.

Further activities The ollowing activities are not directly based on Proessor Carter’s work on spoken language, but they may be helpul in increasing learners’ awareness that they have choices about how to use their speaking and listening skills. l Ask learners to discuss how well the gym instructor and the garage owner deal with a client who is complaining and to give reasons or their answers. l Ask learners to discuss how, in the amily conversation, the discussion is moved orwards. l Ask learners to: l re-work the second part o the three conversations to change the outcome; learners could work in pairs/small groups l act out these re-worked conversations l discuss any dierences between dierent pairs’/ groups o learners’ conversations, in terms o content and use o verbal and non-verbal communication.

Conversation 1: In the gym It is 7 a.m. Sarah, a gym member, is unhappy about a running machine that is making a very irritating squeaking sound. She goes to talk to an instructor, Dave, who is sitting on a rowing machine but not instructing anybody or doing anything. Sarah Dave Sarah Dave Sarah Dave

Excuse me. Yeh? I said, ‘Excuse me.’ Sorry? There’s a problem with that (points in the direction o the r unning machines). Er, what?


Sarah Dave Sarah Dave Sarah Dave Sarah Dave Sarah Dave Sarah Dave Sarah Dave


That (points again). Oh, what is it? Not running smoothly and no music. No music. Yeah, I mean the music system just sort o crackles and the running machine squeaks. Squeaks? Yeah. It’s extremely irritating! I come in here to relax . . . OK, OK . . . what machine? Just told you . . . All right, all right. I mean, might need oiling, it might. I’m busy now. I’ll see to it later. Sort that running machine now! I’m sorting this now (points at the rowing machine). I’m the client. Sort it now or I’ll report you to your line manager. (Says nothing but gets up and slouches towards the running machine.)

Conversation 2: In the garage A car driver has taken his car into the garage ater a aulty repair. He talks to the owner o the garage. Driver

Are you the, er . . . owner?

Owner

Yeah, that’s right, I am.

Driver

Right, umm . . . y’know, um . . . my car, it’s not properly fxed.

Owner

Properly fxed. How d’you mean?

Driver

They’ve messed it up, your mechanics.

Owner

Right. So what . . .

Driver

Well, didn’t ft it tightly enough.

Owner

What, the an belt?

Driver

Yeah. I mean, engine could have blown.

Owner

Hang on. Wasn’t part o the job, that wasn’t. Not our problem.

Driver

Not what the insurance says.

Owner

You what?

Driver

You heard. I just want this sorted. So when?

Owner

OK. This is crazy. Wasn’t on the job sheet. Probably the receptionist missed it, something like that.

Driver

That’s your problem. Don’t make it mine. I need it now.

Owner

Let’s see, let’s, er . . . OK, ater lunch today. OK?

Driver

Better be ready.



Conversation 3. The amily The White amily is at the dinner table at the end o a meal. The our amily members are discussing where to go on holiday. Mum Dad Mum Daughter

So, like, any ideas? Umm. Come on, someone. Can’t think, I can’t. I’m tired.

Dad

How about abroad?

Son

Went there last year. Uughhh!

Dad

Not ‘the’ Broads. ‘Abroad’. Listen.

Son

Oh, like Spain an’ that?

Daughter Mum

Fab. Can we really? Cool. Mm, kind o expensive, that, isn’t it, what with everything else?

Dad

Got some overtime coming up, so perhaps.

Son

Go on, do it!

Mum Son Daughter Mum

Maybe Wales this year. Yuk. Sheep and rain. Done that. Er, like, what would it cost though going abroad? Well, suppose our cousin in Birmingham, Ethel, did get a good deal.

Son

Just get a package. Dead cheap.

Dad

Would be great, Spain would. Get the map out here.

Daughter

What?

Son

Big map, over there.

Dad

Yeah, I mean, let’s sort it now.

Find out more Find out more about Proessor Carter’s work on spoken and written language in: l Carter R. (2007) ‘Right, Well, OK, So, It’s like, You know, Isn’t it, I suppose: Spoken words, written words and why speaking is dierent’, in Hudson, C. (Ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES). l Carter, R. (2003) ‘Teaching About Talk: What do pupils need to know about spoken language and the important ways in which talk diers rom writing?’ in QCA New Perspectives on Spoken English in the Classroom (London, QCA) (www.qca.org.uk/6111.html) l QCA (2004c) Introducing the Grammar o Talk (London, QCA) (www. qca.org.uk/9431.html) l Carter, R. and McCarthy, M. (1997) Exploring Spoken English (Cambridge, Cambridge University Press) l Carter, R. and McCarthy, M. (2006) Cambridge Grammar o English: A comprehensive guide to spoken and written grammar and usage (Cambridge, Cambridge University Press).

Section 10AddiialhlrmSkills for Life


SeCtIon10Additional

help rom

Skills for Life Overview l

Section 5 outlined those SL teaching and learning resources that include speaking and listening. This section covers urther SL resources which are relevant to speaking and listening.

The proessional development o the Skills for Life workorce New qualications ramework There is a new qualifcations ramework or teachers in the learning and skills sector. Proessional standards defne the skills, knowledge and attributes required to teach or train within this sector, and ‘application documents’ describe how these proessional standards apply to teachers o English (literacy and ESOL). The continuing proessional development (CPD) route within the ramework enables teachers to improve their skills in a range o subjects, and includes a ocus on approaches to embedding literacy in other programmes. The minimum core outlines the skills, knowledge and understanding required by all teachers in the learning and skills sector to enable them to teach inclusively. All qualifcation routes reer explicitly to speaking and listening skills. More inormation can be ound on the Lielong Learning UK (LLUK) web site: www.lluk.org.

Skills for Life proessional

development materials

The SL Strategy Unit has published proessional development materials in speaking and listening or sta working with oenders (DES, 2006), developed by Tribal Education Limited. There are six modules: l Introduction l Questioning and checking understanding l Non-verbal communication l Active listening l Managing group discussions l Using technical language. Modules provide: l relevant background inormation l reective practice activities l reerences to ollow-up areas o interest. Although targeted primarily at sta working with oenders, the modules contain much relevant material or sta working with other SL learners. Order these materials rom Prolog, re: S&L/PACK01.


Section 10AddiialhlrmSkills for Life

Skills or Lie: Make it your business The Employer Toolkit, Skills or Lie: Make it your business, helps employers identiy and address sta literacy and numeracy needs in order to make the workorce more productive. It includes speaking and listening in: l a list o top ten workplace speaking and listening skills (p. 46) l an organisation skills checklist (p. 47) l a job and task analysis (pp. 49.) l a personal skills checklist or skills needed at work (p. 54). Find out more about the Employer Toolkit rom: www.des.gov.uk/readwriteplus/employer_toolkit.

Find out more l

l

A list o all SL publications can be downloaded rom: www.des.gov.uk/readwriteplus/publications. SL resources can be ordered through Prolog on 0845 6 02 2260 or through d[email protected].

Section 11RsurcsadarachsrmusidSkills for Life


SeCtIon11Resources

and approaches rom outside Skills for Life Overview l

l

l

A great many resources or speaking and listening have been developed outside SL. Those that have already been mentioned in this document are not listed in this section. Those practitioners who wish to fnd out more about resources outside SL could: l ollow up reerences in texts cited in this section and in the rest o the document l use an Internet search engine. Practitioners can reect on how much and in what ways they can incorporate resources in this section into their practice.

General research Find out more about research on a number o aspects o speaking and listening relevant to SL rom: l Hudson, C. (ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES) – while this collection is published within SL, much o the research it discusses has been conducted outside SL l QCA (2003) New Perspectives on Spoken English in the Classroom (London, QCA) – this lively and oten provocative collection is available at www.qca.org.uk/6111.html.

Speaking Structuring discussion Find out more about research on the benefts o pair discussion, beore small group and/or whole class discussion rom Edwards, T. (2003) Purposes and characteristics o whole-class dialogue, in QCA New Perspectives on Spoken English in the Classroom (London, QCA) (www.qca.org.uk/6111.html). Find out more about issues in structuring eective group discussion rom EPPI Centre (2005) ‘A systematic review o the use o small-group discussions in science teaching with students aged 11–18 and their eects on students’ understanding in science or attitude to science’ (eppi.ioe.ac.uk/EPPIWeb). (Although this ar ticle is about secondary school science teaching, aspects o it are valuable in inorming reection on speaking and listening in SL.)



Dialogic teaching Robin Alexander has developed an approach called ‘dialogic teaching’. As the name suggests, dialogue is central to dialogic teaching – both between teacher and learners, and between lear ners. Find out more about dialogic teaching rom: l Alexander, R. (2003) ‘Talk in teaching and learning: international perspectives’, in QCA New Perspectives on Spoken English in the Classroom (London, QCA) (www.qca.org.uk/6111.html) l Alexander, R. (2005) Culture, Dialogue and Learning: Notes on an emerging pedagogy (www.robinalexander.org.uk/docs/IACEP_paper_ 050612.pd) l www.robinalexander.org.uk l the discussion o dialogic teaching in Vorhaus (2007).

Using sentence stems to develop questioning skills Find out more about research on using generic sentence stems (i.e. where learners have the beginning o a sentence/question, and they have to complete the sentence/question) to develop learners’ questioning skills rom, or example, King, A., ‘Facilitating elaborative learning through guided student generated questioning’, Educational Psychologist 27 (1992) pp. 89–118.

Practical strategies or speaking Find out more about practical strategies to use when ocusing on speaking rom, or example, Hull Education Action Zone’s (EAZ’s) web site: www.eazhull.org.uk/nlc/active_listening.html.

Listening Some web sites ocus on listening skills. Hull Education Action Zone’s (EAZ) site (www.eazhull.org.uk/nlc/active_listening.html) has inormation on, or example: l theories about listening l tips or listening.

Using the radio to develop speaking and listening skills l

l

l

The radio is used in speaking and listening activities with some SL learners. Some prisons have a radio service. For example, at Huntercombe YOI in Oxordshire, the prison broadcasts a book at bedtime or young people to listen to. Explore the growing possibilities o podcasting. Use radio web sites to download programmes to use with learners. Alternatively, you could tape-record radio programmes to use with learners.



Drama As noted in section 1, drama is one o the our aspects o speaking and listening assessed at school level. It can be a very good way o developing SL learners’ speaking and listening skills. NIACE and a range o partners conducted a project which aim ed to use drama to develop the oracy skills o young oenders. The fnal project report is available at www.niace.org.uk/research/YALP/Documents/ drama-fnal-report.pd.

Catching condence NIACE has published a practitioner resource pack, Catching Confdence, and a research report (Eldred et al., 2004) on the nature and role o confdence in learning. The publications link confdence and speaki ng and listening. Find out more about NIACE’s work on confdence: l The summary and ull research reports are available at www.niace. org.uk. The title o the research report is Eldred, J., Ward, J., Dutton, Y., and Snowdon, K. (2004) Catching Confdence (Leicester, NIACE). l The practitioner resource Catching Confdence. The nature and role o confdence – ways o developing and recording changes in the learning context is available through NIACE: (tel. (0116) 204 4200/1 e-mail [email protected]).

Key Skills Support Programme The Key Skills Support Programme (KSSP) has developed a range o publications that include a ocus on oral communication. The ollowing publication gives clear guidance to practitioners on how to support learners in developing communication skills: l KSSP (2004a) Supporting Communication. Guide to good practice (London, KSSP). The ollowing publications give clear, practical guidance and activities or learners: l KSSP (2005a) Key skills in hospitality and catering. Team talks (London, KSSP) l KSSP (2005b) Key skills in hospitality and catering. Customer complaints (London, KSSP) l KSSP (2005c) Identiying customer needs (London, KSSP) l KSSP (2004b) Inside travel. Customer complaints (London, KSSP) l KSSP (2004c) Key skills in care. Meetings (London, KSSP) l KSSP (2004d) Key skills in care. Talking with clients (London, KSSP) l KSSP (2004e) Key skills in wood occupations. Making phone calls (London, KSSP) l KSSP (2004) Key skills in wood occupations. Site meetings (London, KSSP) Find out more about the KSSP rom www.keyskillssupport.net.



Theoretical models Theoretical models can help you reect on your speaking and listening. The model in fgure 18 was developed by Money and Thurman (1994).

Opportunities (where, when and with whom we communicate) l e.g. partner(s) l riends l time l place

Reasons Means (how we communicate) l verbal l non-verbal

(why we communicate) l e.g. or attention l to request inormation l to give inormation l to protest l to communicate eelings

Fig. 18: Means, reasons and opportunities.

Find out more about how to develop this model at www.speechmag.com/archives/dellasue.html.

Proessional development materials A range o proessional development materials have been developed on speaking and listening at school level; with care on the par t o the practitioner, these can be adapted or use at adult SL. They include: l DES (2004) Key Stage 3 National Strategy. Literacy across the curriculum. Guidance (London, DES) – this is available as a set o boxed CDs (reerence DES 0263 2004G) l DES and QCA (2003a) Speaking, Listening, Learning: Working with children in Key Stages 1 and 2. Handbook (London, DES) – available on the DES Standards web site l DES and QCA (2003b) Speaking, Listening, Learning: Working with children in Key Stages 1 and 2. Teaching objectives (London, DES) – available on the DES Standards web site l DES and QCA (2004) Speaking, Listening, Learning: Working with Children in Key Stages 1 and 2. Proessional development materials (London, DES). Find out more rom the Qualifcations and Curriculum Authority (QCA) web site: www.qca.org.uk. DES publications can be ordered through Prolog on 0845 602 2260 or d[email protected].

Section 12Rrcs


SeCtIon12Reerences Alexander, R. (2003) ‘Talk in teaching and learning: international perspectives’, in QCA New Perspectives on Spoken English in the Classroom (London, QCA). Alexander, R. (2005) ‘Culture, Dialogue and Learning: notes on an emerging pedagogy’ www.robinalexander.org.uk/docs/IACEP_paper_ 050612.pd. Bereiter, C. and Scardamalia, M. The Psychology o Written Composition (Hilldale, N.J., Lawrence Erlbaum Associates). Bernstein, B. (1971) Class, Codes and Control Volume 1: Theoretical studies towards a sociology o language (London, Routledge and Kegan Paul). Brooks, G., Giles, Harman, J., Kendall, S., Rees, F. and Whittaker, S. (2001) Research Brie 220. Assembling the Fragments: A review o research on adult basic skills (London, DES). Brown, A. (1987) ‘Metacognition, executive control, sel-regulation and other more mysterious mechanisms’, in F.E. Weinert & R.H. Kluwe (eds.). Metacognition, motivation and understanding (pp. 65–116) (Hillsdale, NJ: Erlbaum). Bruner, J. and Haste, H. (eds.) (1987) Making Sense: The child’s construction o the world (London, Methuen). Bryan, K. (2007) ‘Speech, Language and Communication Skills in Juvenile Oenders’, in Hudson, C. (ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES). Cameron, D. (2002) Working with Spoken Discourse (London, Sage) Carter, R. (2003) ‘Teaching About Talk: What do pupils need to know about spoken language and the important ways in which talk diers rom writing?’ in QCA New Perspectives on Spoken English in the Classroom (London, QCA). Carter, R. (2007) ‘Right, Well, OK, So, It’s like, You know, Isn’t it, I suppose: Spoken words, written words and why speaking is dierent’, in Hudson, C. (ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES). Carter, R. and McCarthy, M. (1997) Exploring Spoken English (Cambridge, Cambridge University Press). Carter, R. and McCarthy, M. (2006) Cambridge Grammar o English: A comprehensive guide to spoken and written grammar and usage (Cambridge, Cambridge University Press). Cazden, C. (1988) Classroom Discourse: The language o teaching and learning (Portsmouth NH, Heinemann).



Chamberlin, M. (2003) ‘Teachers’ Investigations o Students’ Work: Meeting the challenges o attending to student thinking’, in Pateman, N.A. and Cockrot, S. Investigating Talk (London, Hodder Living Language Series). Cornbleet, S. and Carter, R (2001). The Language o Speech and Writing (London, Routledge). Dougherty, B.J., and Zilliox, J.T. (eds.) Proceedings o the 27th Conerence o the International Group or the Psychology o Mathematics Education (2, pp. 189–196) (Hawaii, University o Hawaii). Davies, K., Lewis, J., Byatt, J., Purvis, E. and Cole, B. (2004) Findings 233. An evaluation o the literacy demands o ge neral oending behaviour programmes (London, Home Ofce). Davis, B. (1996) Teaching Mathematics: Towards a sound alternative ( New York, Garland). Davis, B. (1997) ‘Listening or dierences: an evolving conception o mathematics teaching’, in Journal or Research in Mathematics Education (28:3) pp. 355–376). Day, C. (1999) Developing Teachers. The challenges o lielong learning (London, Falmer). DES (2001) Adult Literacy Core Curriculum (including spoken communication) (London, DES). DES (2002) Access or All: Guidance on making the adult l iteracy and numeracy core curricula accessible (London, DES). DES (2004) Key Stage 3 National Strategy. Literacy across the curriculum. Guidance (London, DES). DES (2006) Developing Speaking and Listening Skills. A support pack or sta working with oenders (London, DES). DES and FENTO (2002) Subject Specifcations or Teachers o Adult Literacy and Numeracy (London, DES). DES and LSC (2005) Family Literacy, Language and Numeracy: A guide or Children’s Centres (London, DES). DES and QCA (2003a) Speaking, Listening, Learning: Working with children in Key Stages 1 and 2. Handbook (London, DES). DES and QCA (2003b) Speaking, Listening, Learning: Working with children in Key Stages 1 and 2. Teaching objectives (London, DES). DES and QCA (2004) Speaking, Listening, Learning: Working with children in Key Stages 1 and 2. Proessional development materials (London, DES). Dockrell, J.E. and Lindsay, G. (2003) ‘The literacy skills o children with speech and language difculties’, in Nunes, T. and Bryant, B. (eds.) Handbook o Literacy (London, Kluwer).



Edwards, T. (2003) ‘Purposes and Characteristics o Whole-class Dialogue’, in QCA New Perspectives on Spoken English in the Classroom (London, QCA). Eldred, J., Ward, J. Dutton, Y. and Snowdon, K. (2004) Catching Confdence (Leicester, NIACE) (www.niace.org.uk). EPPI Centre (2005) ‘A systematic review o the use o small-group discussions in science teaching with students aged 11–18 and their eects on students’ understanding in science or attitude to science’ eppi. ioe.ac.uk/EPPIWeb. Even, R. and Wallach, T. (2003) ‘On student observation and student assessment’, in Bragg, L., Campbell, C., Herbert, G. and Moseley, J. (eds.) Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings o the 26th Annual Conerence o the Mathematics Education Research Group o Australasia pp. 316–323 (Deakin University, Melbourne). Galton, M. (2003) ‘Learning to Think Through Conversation’, in QCA New Perspectives on Spoken English in the Classroom (London, QCA). Galton, M., Hargreaves, L., Comber, C. and Wall, D. (1999) Inside the Primary Classroom: 20 years on (London, Routledge). Ginsborg, J. and Locke, A. (2002) ‘Catching up . . . or alling behind?’ in Literacy Today 32 (September). Hardman, F., Smith, F., Wall, K. and Mroz, M. (2003) ‘Interactive Wholeclass Teaching’, in Literacy Today 35 (June). Hudson, C. (2007) ‘Getting the Right Psyche in Skills or Lie Practitioners: A case or proessional development in speaking and listening’ in Hudson, C. (ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES). Hudson, C. (ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES). Hudson, C. with Colley, J., Grifths, G. and McClure, S. (2006) Maths4Lie Pathfnder report (London, NRDC). Hudson, C., Mallia, C. and Snapes, K. with Adams, M., Alston, R., Battye, G., Burden, I., Ifll, J., Keily, R., Lawrence, H., Mack, S., Pope, M. and Tomlinson, S. (2005) Talking up Numeracy Final Report (NRDC unpublished report). KSSP (2004a) Supporting Communication. Guide to good practice (London, KSSP). KSSP (2004b) Inside travel. Customer complaints (London, KSSP). KSSP (2004c) Key skills in care. Meetings (London, KSSP). KSSP (2004d) Key skills in care. Talking with clients (London, KSSP).



KSSP (2004e) Key skills in wood occupations. Making phone calls (London, KSSP). KSSP (2004) Key skills in wood occupations. Site meetings (London, KSSP). KSSP (2005a) Key skills in hospitality and catering. Team talks (London, KSSP). KSSP (2005b) Key skills in hospitality and catering. Customer complaints (London, KSSP). KSSP (2005c) Identiying customer needs (London, KSSP). King, A. (1992) ‘Facilitating elaborative learning through guided student generated questioning’, in Educational Psychologist 27 pp. 89–118. Koester, A. The Language o Work (London, Routledge). Lee, Clare (2004) The Role o Language in the Learning o Mathematics (Oxord, University o Oxord Department o Educational Studies, unpublished doctoral thesis). Maths4Lie (2006) Towards More Active Learning Approaches (London, NRDC) (at www.maths4lie.org/content.asp?CategoryID=1068). McCroskey, J., Richmond, V., Salliven, A., Fayer, J. and Barraclough, R. (1995) ‘A Cross-cultural and Multi-behavioural Analysis o the Relationship between Non-verbal Immediacy and Teacher Evaluation’, in Communication Education 44. Mehrabian, A. (1981) Silent Messages: Implicit communication o emotions and attitudes (Belmont CA, Wadsworth). Mercer, N. (2003) ‘The Educational Value o “Dial ogic Talk” in Whole-class Dialogue’, in QCA New Perspectives on Spoken English in the Classroom (London, QCA). Money, D. and Thurman, S. (1994) ‘Talk about Communication’, in College o Speech and Language Therapists Bulletin 504, pp. 12–13. Morris, D. (1977) Manwatching: A feld-guide to human behaviour (Cape, London). National Center or Educational Statistics (2003) Teaching Mathematics in Seven Countries (Jessup, US Department o Education). Pring, R. (2007) ‘Don’t Forget the Past’, in Hudson, C. (ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES). QCA (2004a) Key Skills Communication Level 1 (London, QCA) (www.qca. org.uk/6339.html) QCA (2004b) Key Skills Communication Level 2 (London, QCA) (www.qca. org.uk/6339.html) QCA (2004c) Introducing the Grammar o Talk (London, QCA).



QCA and DES (2005) The National Standards or Adult Literacy, Numeracy and ICT (London, QCA). Rosemary, C.A. and Roskos, K.A . (2002) ‘Literacy Conversations Between Adults and Young Children at Childcare: Descriptive observations and hypotheses’, in Journal o Research in Childhood Education 16:2. Schon, D. (1983) The Reective Practitioner: How practitioners think in action (New York, Basic Books). Schon, D. (1987) Educating the Reective Practitioner: Towards a new design or teaching and learning in the proessions (New York, Basic Books). Sinclair, J. and Coulthard, M. (1975) Towards an Analysis o Discourse: The English used by teachers and pupils (London, Oxord University Press). Sticht, T. (2007) ‘Listening, Reading, and Succeeding: A orty-year perspective’, in Hudson, C. (Ed.) (2007) The sound and the silence: key perspectives on speaking and listening and Skills or Lie (London, DES). Swan, M. (2005) Improving learning in mathematics: challenges and strategies (London, DES). Tyrer, G. (2000) ‘Positively Speaking’, in Literacy Today 25 (December). Vorhaus, J. (2007) ‘Skills or Lie, Speaking and First Language Adult Speakers’, in Hudson, C. (ed.) (2007) The Sound and the Silence: Key perspectives on speaking and listening and Skills or Lie (London, DES). Vygotsky, L. (1978) Thought and Language ( Cambridge, MIT Press).

Appendices


AppenDIx1 Individuals

and organisations in the consultation consu ltation process

The ollowing individuals were interviewed as part o the consultation process. Name o individual

Organisation

Judi Apiaf

Nottinghamshire Probation Area

Alison Brierley

Move On

Viv Brown

University o Sunderland

Proessor Karen Br yan

University o Surrey

Proessor Ron Carter

University o Nottingham

Helen Casey

NRDC, Institute o Education

Dr Diana Coben

King’s College London

Dr Jan Eldred

NIACE

Oonagh Gormley

NRDC Maths4Lie

Trish Gurney

New College Nottingham

Heather Hollands

Tribal Education Limited

Christina Hoult

Lincolnshire Action Trust (L AT )

Dr Ursula Howard

NRDC, Institute o Education

Dr Chris Jude

Consultant, Health

Liz Lawson

DES SIOU

Tina Lawton


Wendy Leach

Consultant

Peter Lewis

Consultant

June Lewis


Julie Mason

HM Young Oender Institution Werrington

Bethia McNeil

NIACE

Andrea Mearing

Family Learning/ DES SL

Anne O’Grady

University o Nottingham IRLTHE

Tricia O’Meara

Lincolnshire Probation Area

Anna Rossetti

Key Skills Suppor t Programme

Jane Rouse

Hertordshire County Council

Dr Tom Sticht

International consultant

Dr Chris Taylor

NIACE

Dr Malcolm Swan

University o Nottingham

Dr Chris Taylor

NIACE

Julie Welch

Home Ofce/ Tribal Education and Technology

Teresa Weston

Cambridgeshire Regional College

Appendices




g o l e v i t t c h g u e h o t f / d i / e d i r d a s r u o y e t a h n W o i t i t c i g n n a t e s r i l n o P d n i a s s

u 2 g n c i s k i x d a I

D n e p p A

e g p n s i  t a o t l t i c i e c a p F s . A 

? t g o i n n l i n k h c a e e n a u e i r i v r e m o a h e t s y y t h t g r , o e i c u s e e s o r i i d h p ? h y t t s k n l o a w e s a D p o g p r i o t o s s n H i i r n l r s e ? s h u v e ? t e k n l s n r a u p t e r c s a t u u d a i c o o e r i l e d s r d l e n a t h n d g b a a a o c i o e o l u t l e i t o k t t r h s a y m t h o t e c t n i w l r a p u i o w r n t o x t u a o p t e s n u r s s H t r o b e o a e t o i : r e n p d u t n l , o r t p n a u n p o o y o s e o o a l m i c r s a b d ’ r s l s e x a p b a r e p e n u e e r o a r w h r m a o o e r n u o t F c l g e s H o

) p u w o l l o  d n a l a i t i n i ( s n o i t s e u q g n i k s A . 

 i r r a o e e h t  g s h t a u e o i r e e o d r e r h s l o i o s e m t s d n u a p t o u k x t i k i s t n e a i n s o s h o w s t a e y i r t t u n u e o s q n t n o e i o e r i y s u n t r c s o a q e e e e f l  p n d o u D p u r e t q ? l s a s a  e e l e o h l o s h e v r c o o a  t t W e p e o l r , a ? p y u s u n h s t o p n o t i r e o W e h o y i s : r t t t e s o e n l s e e D u ? a I p l e ? t u ? q e a q m k k i r a s a s s p d g n n g o x a a o e i n p r t k i e r u u p a i n k s o o o p l s e h F y y a r t a e r

s n o i t s e u q k s a o t s r e n r a e l g n i l b a n E . 

e / l b t  d n a o , e o t n s a g t e s s n a r u o r i e o u c e t y s ? o p d c i c s n o u d e n a t u p e t ’ q o n w d t u o t o s o e a e H t  y b o a o a a d l s s ? e t r g n e u  u n h i o / o o d o i y t n s a s s b a i o e e t g d u i r s e r e r t q n e o n s a k r h s a m a d e k n W a l w s u : t r o i e o d l n n a e r a p e o h k t t m n g o s r t p a r n i s e l o x a e h t n e e l n r v r e c a a e o h a e w l e d F t t

Appendices



l l e w d e k r o w t a h W t h g u o h t / d i d / d i a s u o y t a h W

g n i n e t s i l d n a g n i k a e p g s n  i n o i a t l c p e x p E s . A 

? e t r i c c e o e n v p r  s a e o a l n e e n a h o t T n s i ? a m l e p r g e a x t e u n g u i o n y g a n l i o n  r o d a e e w l s o d U H n ? : s e a d l p g n n a i m h t a c s x r ? e a e e e r t d c o  n a F o u P

e v ’ u o y t a h w e c r o  n i e r / e s i r a m m u s u o y o d ? w d o i a H s

g n i d n a t s r e d n u g n i k c e h C . 

? d i s ? e o t a ’ h t t r e o t ? r n a h s e r d e h t e n e i n y w k ’ v r h r h t s u a t a s e a w u a o l e e / l y h e y o u t e v e h w ’ b o a h t u e o h t W a y h e o g y k ? t e w s d t s d i D  u r i a u j h a a w ? o u ? n t u w u s o o m o o i y o o t n a t y d y e r y r o a v e ’ c o g d i o o o u n h a n d t D o r w i u s y a / d w r ? o w e y a e h y t l m o d a a e W w H m H n s h h ? t : u u w t a r o o c e ? l s o i d n l p a y e s k s d a o y b a a t m h o a r s r h a r d h u e r w e x e t p o v e / v e n y ’ n a a y r h r h r o n r a u a a o o e o e F l W p D y l W n

d o o t s r e d n u e v ’ u o y t a ? h t d i e r a u s s s a e k h r a e m n r g u a n e o y l i e n e o h d t t s t i w a L o h . H w 

/ u g o n ? y w i n e t o e a H t g h s a u t ? i l g e i e r d n r a u a a l s s s u  o e a k h o y a t e s r a U m e h u n r t r r ? o a e y e e h n o l r / e a d h m e i l h w t t o a e o ? H h h t t s : w g e w i e s l o n u p d n a r h e p s m a t e u i a h s  l x o e e o r v y e v e o a o a s F h d h U

r i e h t p o l e v e d o t s r e n r a e l p l e ? h l s i u k o y s o g n d i n w t o e s H i l

Appendices



l l e w d e k r o w t a h W t h g u o h t / d i d / d i a s u o y t a h W g n i n i n e n t o s i i l g t a n c i i d n n n e u a t g s i n l m i m k d o a n c e a l p g a s n b i r h k e t i a v e n w p o n s o  n i t o  a t o i n c e b e s p U m s . o A  c

r u e t d y o ? a E y r h s h e t n a ? t e i n s r o e n w d d a s g n o n o e o i n o n s l k r i t a e h d e e u t g h c a a t s p o n a e s y u s e j s r v s e n H e i e u s o ? g g u c g m n a o y n t u n i s h o a i i s o n h t e g y , t a e n c m u W o o l i s o i r n e h d i t ? u t s a d w i n e m m o c a g a r n u n H u g t m s i y o s : e n e c h e e m i l t v G l p m k a e n ? a o g ? m o r s t b c e c a l p e e c n x a s a v h e r i e b r t - t ’ n e r r u n n e u t o e o o o r o i s F v y c n A y l

r u o y d n a , g n i k n i h t r g n u i o n y e n t s i e l e w d n t e a b g s n k i n k a i L e . p  s

o r T e ? e u ? h t n o n y o n r a i i o l e e r s t a s a e s h s e s r t g e e e n h v h i t i g n t h t a  g o c w n l n u o i o g a i s r n t u n d d r a l a n  e s i t l l r k e i a t s n e v i c a r i s n h u h o n c h W o y t s r c : e i e e d t u l t o n p i y  s t o n e m i x s a e a e x g t e i n a e s r y h m U o a a . F s w s 

? ? y g e l s o ? t o s d t u n a e n i u s i o m h s e l a y r r u m i e e e e c o t v g e d t n r ’ p s i s u a a s l r e o a l i y u y m r n e c e y o a t e h g c t o n e h p l s t s i e c o  a u h e n h i s t o u w u o r e , u e r m y o e g u t s o s o y e a I o n D  u h e : ? d t g e l y h u d n p g c o a o l o u y t o m l o s e a o m d x i r h n e e T w w r m d . r o o n 0 o e F t H H u 

t l a a g h n b i r k W e a ? v e s n p r o s e n r n r u a r o e u o y l y ? e e L  c s S e i s u u o v u e g u  o o a y r o y e u o o n d o o c d T w n o e w o ? n o H H t o : g i t e ? a l n y i p i c n a s n m t e a s u u x l m e i o r d y m o n o o F a d c

Appendices



l l e w d e k r o w t a h W t h g u o h t / d i d / d i a s u o y t a h W

g n i n e t s i l d ) n y a  g i n c e i k p a s e e p s s a  l e o p t ( c r e e p h s t A O

) y  i c e p s e s a e l p ( r e h t O

Appendices

y a S r u o Y e v a H : g o l r e n r a e L 3 x I D n e p p A


h t t  i c h t o i w e . h p s w r c t s d o i a a r r e o n e h o w h n c i c a e k , r a e h w e t o t o d t w r l n e u u b ) . f o n o e u y e e h d l o t t i e b y r h t t i a t s i l w n a l c i w u o c g l c t p y u n a p f i i d o a  n S e d Y e t r e . r t o o n t u s l i n t l o ( u ’ c Y d A y n n / s e  o f v a N a e d i d a g t u g H w u n o i i n h o Y p h k t g a . n s e l e u s t e u o s p J d i o i r l s c b h .  t e d e d m n o k n l y f s a o s a t t t s ) x g c ’ ) n e t n t d i a l a p h n k c s t u a c a a ) e , f u  p i e k o ¸ s y h d e  t . r o r  ) w y o h t t O o s t r e . ’ ( c h d n v e s e h c n s e o x u p i a i r d x t s e  w s a d u u d h u t o n J n o n i y a a f y . w  ,   e ) i d u , i t i n , l l k e o . n y r l u r f e o c w u t p l w f u o u t m  m i o o y y r c d a (  m u a x f y  o a i , e x r o d e r ) , a a s g y r m  e y o o o r n o o ( s r t a p o y h u a y K e s t o ( h a g c a ( a y O i n S a e ¸ e s n r o ) ’ e t , t i w  I r l a u n y o i y o r l s . l e e Y h u p a g l t o p e i L e b i  u y a y n s n S v a o  t r s e H b o ’ t o r e n s p u v i r a s s ( e o t e i s a e l y s e d l e n o ¸ . n p s r y r d ¸ n a i t a ( a s r m r a a t S g y g e e o e e l r n i e i n n n h e n k c c r e u r h o k t o n a e e a h a h Y  e l e  e h t i e t t p s r a c r m e d a o v e o e u s t u e s s  e o o h a h t e H t  I U o B y Y o t o N l

l l

l

l

a  e e l r i ) a r e  y r u s i e o a c y l e e h t  p p O o ( s

e e s h t r n u o O c u o t y a l n e o o e h h r e c W w s A / N e l b a c i l p p a t o N x x e l b i s s o p m I x t l u c f  i D

s d h t n e i i r W 


¸

y s a E

¸ ¸

y s a E y r e V : y e K


w o n k u o y e n o e m o s o t g n i k a e p S . 

. o k t r g o n w i k t a a , e s p r s a w r e o y n o l k e a t m r ’ e o v n h e o t s d a r o u  e v h o i y t t a i e l w n e r d a e o e o k r m t o g o n w s i k e o v t a ’ e u g p o n s y i : e k e n a l p o e m e p a m S x o . E s 

o h w , y n a p m ) e o l c p s o a e g p e x h i t s m t u o r o  b n a a ( m r . p a i a u o p o r t e g r g n a a i k o i a d n e o g p t n s i : e k e m a l p o e m c p a s S x a . E h 

m l f d o o g a t u o b a , s d n e i r   o p u o r g a o t g . n i k n e l a e t : s e e l p v a m h a u x E o y

Appendices


a  e e l r i ) a r e  y r u s i e o a c y l e e h t  p p O o ( s


s d h t n e i i r W 



e s l e e n o e m o s o t n o i t a m r o  n i g n i v i G . 

, e r e h r w e o e n w m / o s s s e n a t y t e g a c e o d r t e r e o w o n c h e h t . c l u g i g o n h i n b i t w s a h s e s a n m n e o o o v i s i t a c o t s h e r d e h i d t o u c q i g h n w g i o i n w v h i r r g : g e o e i n w r l p i n s e a n w m l a p A s x x . n E e  a

e , n d t e h o k i g e w s v o a m i g d e u n r i a o o y t w u ’ e ? e o v y h w t  a I o t ’ n h . n e . u a s e ’ v o w a l i g o e u a y u l o s e o r y p y r , e a s o e e h e r D ‘ Y e y w o s , ‘ h , d r w n w e t e o k w t o e s s r i t a n e e s h a v e o t e s r t a h m d u q n o g u e u i v g s o o n a y m o y m i  r e i u d I e r : o i ‘ e y d r l , w e r p ’ e s o ? n n e w m n h A m a e x p W s n . r E o ‘ a  o

d n ’ e a ? w n t , e e r h s e d g u s l i o u i n h h a c d c e n v e e a o b g a m e n y a s d u u e e e o o t y h h d d a t  i d h o d e v y o y r e s h h u m o W ‘ e T . h , w s l d , r a e l u ’ . k l o i c t s e b s o a W u l ‘ h g e , i r r e m a a e n d d e u w u k s y o o s l r y n i a a  d b i t o n e : h y t a e g y l r h l p i e a t p m m v o s a u d h g x o a E o y h w d

r o r e w s n a o n / s e r y e a w d s e n e a n t h c c e r i h r o w c e s l n g o n i t i s s e a u e q v g a n h i k h s c A i . h  w

o t e n o e ’ m ? o u s o y t n y e r a l a w p d l u e o o r n w y i o n s e n H ‘ h o , k w s s s a e a t n r o e h i g t r i o m s e m u u r o o y q : g e n e i l p k n o m s e a A v x . i E  g

d a h e v a h e w k n i h t u o y o d y h W ‘ , k s a t h g i m ’ u ? r o e y t n : i e w l p d m l a o x c E a

Improving Speaking and Listening Skills

Recommend Documents